Abstract

Dyad reading, a modified version of the Neurological Impress Method, does not seem to be widely used, although it appears to have the potential to support students at multiple levels of reading proficiency. Dyad reading was implemented in this study with two second-grade English Learners (ELs) paired with English-proficient partners using both fiction and nonfiction texts. This qualitative study employed an action research method, using the following data sources: video observations, student interviews, weekly dyad observations, anecdotal notes, and weekly written reflections.

This study reveals that implementing dyad reading is complex. Participants needed modeling and practice with dyad reading procedures, but they learned them over time. The nature of the relationship between partners dramatically affected their dyad reading experience. Each partner had unique strengths and weaknesses that either helped or hindered the collaborative process. The participants, who had limited exposure to nonfiction texts prior to the study, indicated a clear understanding of and appreciation for both fiction and nonfiction. Of these two major genres, nonfiction provided more opportunities for partners to interact and have discussions during dyad reading. ELs appeared to grow in confidence as readers and experienced a sense of satisfaction and success. Adaptations made during the study that improved dyad reading for participants included having daily class discussions, using book logs to increase student accountability, refreshing the classroom library often, and encouraging more discussion between partners about texts.

Dyad reading can be used successfully with second-grade ELs who are assisted readers. Participants recognized the value of having competent lead readers who could help them with their reading and with whom they could share the reading experience. Action research methodology provided opportunities to make changes as needed throughout the study. Some adaptations for future practice emerged. Foremost among these recommended adaptations is the inclusion of two additional dyad reading procedures: preview and plan, and stop and share.

Degree

College and Department

David O. McKay School of Education; Teacher Education

Rights

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