The Impact of Partner Reading and Conferring on Second Grade Students

Date of Award

Winter 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


The purpose of this study is to closely examine the impact of partner reading and conferring on second grade students. This study compares levels of student reading motivation, engagement, confidence, and proficiency between students who participated in the partner reading and conferring intervention and non participants of the intervention. The following questions were guiding questions of this study: What is the impact of partner reading and conferring sessions on second grade student reading motivation, engagement, and confidence? What is the impact of partner reading and conferring on reading fluency and comprehension for second grade students? The study involved ten second grade students from an urban midwestern elementary in a general education classroom. Half of the students took part in the intervention twice weekly, while the other half joined the rest of the class in literacy activities. To help answer these guiding questions, students completed a pre and post survey, observation notes were taken by the classroom teacher, and assessments were administered pre and post intervention. Analysis of the data revealed that partner reading and conferring increase levels of student motivation, engagement, and confidence while slightly increasing the rate of student growth in reading proficiency.

Abstract only: No full text available.