Abstract
Paired Reading (PR) is a tutoring technique used to encourage children's oral reading skills. Most reports involving clinical applications of PR have involved parent-tutors trained to work with low-progress readers. Peertutor applications have been reported recently. This paper outlines PR, its effectiveness and some of the reasons for its substantial impact upon educational practice in the UK. The paper also reviews some of the mechanisms which may underlie the effects of PR. It is suggested that the critical components of PR may be small in number and shared with other effective tutoring approaches. The paper also examines issues relating to the teaching of English as a Second Language (ESL) in the Hong Kong education system. There follows a discussion of the relevance of PR in ESL teaching and a report of a Hong Kong peer-tutored PR project which focuses upon this area. Finally, after an examination of Chinese orthography, this paper considers whether PR might be applied to languages other than English and describes a study involving an application of the technique to encourage Chinese reading skills of Cantonese-speaking pupils in Hong Kong.
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