The Power of Pairs When Reading Aloud

Fluent readers don't just recognize words—they read aloud with accuracy, expression, and confidence, which allows them to focus more cognitive resources on understanding what they read. At Ojibwa Elementary School in Macomb, Michigan, fifth-grade teacher Anne Blake uses an evidence-based partner-reading strategy called dyad reading to help students strengthen their oral fluency while building speed and deepening comprehension.

Dyad reading pairs students with different skill levels to practice reading aloud together at the same time. Blake matches up pairs of students with about a 250-point difference in Lexile levels and selects text that matches the stronger reader’s level. As students read aloud concurrently, the developing reader naturally matches the pace, expression, and pronunciation of the more fluent reader—and the stronger reader continues strengthening their own skills through consistent oral reading practice.

Before reading begins, Blake makes sure partners are seated side by side, facing the same direction, so they can clearly hear one another and follow along in the text together. Once everyone is ready, Blake counts down and each pair starts reading at the same time while she walks around the room listening and providing feedback and encouragement when needed. Students read the same passage for the entire week before moving on to a new one, giving them repeated opportunities to practice the same text, strengthen decoding skills, and work on greater accuracy, speed, and expression. Reading alongside a fluent peer gives developing readers a model they can immediately follow, helping them build confidence without the pressure of reading out loud alone. As students become more fluent, they spend less brainpower figuring out individual words and can devote more attention to understanding the text. “I always tell them, ’This is helping you become that fluent reader,’” Blake says.

Dyad reading as a specific classroom practice was introduced by Dennie Butterfield and J. Lloyd Eldredge in 1986. The strategy is simple, but the research says it’s effective—in one 2018 study, the most notable gains were made by the developing readers in oral reading fluency and comprehension as they worked through texts two grade levels above their instructional ones. And the more advanced readers benefit, too. 

Over time, these daily opportunities to read together improve fluency and comprehension across the board. “You can see a big difference with doing dyad reading,” Blake says. Making reading a collaborative experience helps students become stronger, more confident readers—while creating a classroom community where every student has the opportunity to grow. And, Blake says, “They actually really love it.”

Special thanks to Jenn Magner and Pati Montgomery for their input. To learn more about effective practices for elementary reading instruction, read Andrew Boryga’s interview with literacy expert Tim Shanahan, “Phonics Is Critical—but True Literacy Requires More.”