Date of Award

Fall 12-15-2022

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Kathy Enger


paired-partner reading, collaboration, STAR Reading Scores, fluency



The purpose of this study was to determine how effective paired-partner reading is when used in the classroom with curriculum. Within a 7th grade language arts classroom, this reading strategy focuses on student collaboration, reading comprehension, and providing the opportunity to read aloud on a regular basis. Researchers Stahl, Heubach, and Cramond (1997) stated, “Partner reading provides an opportunity for students to read connected text within a socially supportive context. This context should both motivate children to read well and provide a supportive environment to aid the development of reading skill” (p. 13). The overall goal of this study was aimed at achieving improved reading fluency and comprehension scores taken via STAR Reading Assessments. Within this exploration, I will work to identify the benefits of this practice through the planning and implementation of this specific reading strategy. Milner, Milner, and Mitchell (2012) believe that, “The only thing that separates ‘good’ readers from ‘struggling’ readers is the way that each group responds when they encounter difficulties as they read. Most struggling readers think ‘good’ readers never grapple with a text or have questions or have to reread” (p. 210). I hypothesize that through my research and practice of this specific reading strategy within the classroom, students will benefit from this experience through several means including, but not limited to, fluency, engagement, and comprehension.



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