A multilevel meta-analysis of synchronous paired oral reading techniques in elementary classrooms

Reading tutoring is a traditional technique to support the development of young readers. One relatively popular method of tutoring involves pairing a lower level reader with a higher level reader to synchronously read connected text aloud. We use the term Synchronous Paired Oral Reading Techniques (SPORT) to describe a family of related methods that use this approach to tutor readers. Specific methods include the Neurological Impress Method, Paired Reading, Dyad Reading, and Read Two Impress. Although considerable SPORT research has been reported across the last 60 years, the findings have not been quantitatively synthesized. As a result, the weighted effect of such techniques and the influence of key variables have remained unknown. This study systematically reviewed and multilevel meta-analyzed the eligible SPORT literature. Results indicate mediumto-large effects on student outcomes within the study corpus. Further, differential effects were found among key variables such as intervention duration, tutor type (adult/cross-age/peer) and outcome type (fluency/comprehension). The interpretations of findings yield implications for research and practice.