Paired Reading as a method of reading intervention in Irish primary schools: an evaluation

Figures & data

Figure 1. Characteristics of early and late participation Paired Reading groups.

Table 1. Attendance rates of tutees in the early participation group.

	Number of tutees attending
	School A (offering 16 sessions)	School B (offering 15 sessions)	School C (offering 15 sessions)
All available sessions	7	9	1
All but 1 session	5	2	1
13 sessions	-	-	3
12 sessions	-	-	2
10 sessions	-	-	3
8 sessions	-	-	1
7 sessions	-	-	1

Note: Data for one tutee is missing for School B.

Table 2. Attendance rates of tutees in the late participation group.

	Number of tutees attending
	School B (offering 8 sessions)	School C (offering 9 sessions)	School D (offering 9 sessions)
All available sessions	4	2	5
All but 1 session	2	3	7
7 sessions	-	5	-
6 sessions	4	-	-
5 sessions	2	-	-
4 sessions	-	1	-
3 sessions	-	1	-

Figure 2. Mean Scores of Three Groups across Three Time Points on the Word Recognition Task. Error bars represent 95% confidence intervals.

Figure 3. Mean Scores of Three Groups across Three Time Points on the Sentence Verification Task. Error bars represent 95% confidence intervals.

Figure 4. Mean Scores of Three Groups across Three Time Points on the Comprehension Task. Error bars represent 95% confidence intervals.

Table 3. Mixed between-within subject analysis of variance: main effect for time summary.

Outcome	Wilks Lambda	F	df	p	$n_p^2$
Word recognition	.46	84.74	2146	<.0005	.54
Sentence verification	.59	50.99	2147	<.0005	.41
Reading comprehension	.59	49.36	2144	<.0005	.41

Table 4. Mixed between-within subject analysis of variance: main effect for group summary.

Outcome	F	df	p	$n_p^2$
Word recognition	24.77	2147	<.0005	.25
Sentence verification	25.66	2148	<.0005	.26
Reading comprehension	31.50	2145	<.0005	.30