This really needs to be demonstrated as a video, because it runs counter to existing videos in speed of learning and reducing anxiety in 'reading aloud' or answering questions. A condensed example follows these instructions.
Learning to read with BOOKS the learner chooses
HOW TO do paired reading has gnerally been neglected, so that the learner has often either coasted, or felt anxious and often reluctant, when required to 'read to'.
Here is a summary of sequence of reading
for Learner A with an adult or other 'better reader' B.
First - have some idea of the Learner's level. If they have some reading ability, on a page of any reading in a decent size print, "Underline in coloured felt-pen the words that you can read." Even if the words are only 'the' and 'of' this gives a comforting idea of how much you actually can read.
Second - make sure that beginners know the letters and their usual sounds, so that they can start using even initial letters in sounding out words in reading. Even adults who seem to have some sight reading may not know this!
Third - a two-week crash course with daily reading together is far more effective than a session a week for ages. In between sessions, Learner A has the book, to have a shot at re-reading or reading on.
Fourth - Each new session begins with a quick revision - A and B together recapitulating what has gone before, flicking rather than reading through the pages, so there is the sort of fast visual recognition and revision of the pages that A is used to with pictures on fast TV.
Sequence of reading sessions
Reading sequence illustrated with a real beginner: Both A and B have biro-ends or other pointing devices.
First sequence. Reader B reads with expression, running a biro-end under the lines. Every few lines, pause with a pointer at a word you know that Learner A knows, for A to fill in, - a word that can also be predicted by context.
2.Next this should start to include names of main character and then other characters. If A points back, just go straight on without losing the sense. Recap the phrase or line if necessary to ensure storyline is kept.
Learner A must NEVER REPEAT a given word so that the sense of the storyline is lost. (Yet this is a very common, almost automatic practice, that must be stopped. You will find Learners recognise the word better the next time if they have NOT repeated it.)
3. Next In a later session, B reads and starts pausing with pointer at some recurring easy words. A can have a shot, starting with sounding the first letter, but if A points at the word too, B immediately gives it, sounding it out a bit slowly, with emphasis on initial letter/s and goes on without losing storyline. ("And what should come along but a great, big K-A-NG- GA -" by that time or before, Learner A should have come out with 'KANGAROO!")
As soon as A shows the first sign of tiring, and if possible, before, B continues reading the story a little more to a good stopping point, just for uninterrupted story-reading to raise interest, before the session stops.
4. Next When A is able to read more and more words, B may suggest having a shot at whole phrases or a sentence, with Learner A pointing at the words A wants B to fill in, which B immediately does so that storyline continues.
As soon as A shows the first sign of tiring, B continues reading the story a little more, to a good stopping point, just for uninterrupted story-reading to raise interest, before the session stops.
5. Next Move on to reading sentence by sentence, with Learner A pointing to any words in A's sentence B is to read. As soon as A shows the first sign of tiring, B continues reading the story a little more, just for uninterrupted story-reading to raise interest, before the session stops.
By now you are reading a short chapter each session.
6. Next. Sometimes A may ttry a complete paragraph, pointing to any words A wants B to read. And then a series of paragraphs, turn about, and then even a chapter, but stopping for B to take over as soon as A feels tired, or to help read difficult words. And A will be reading more and more on their own outside the sessions.
7.Progress seen! When progress is clearly being made, let A mark over the same paragraph again that was marked at the beginning of 'Words I can read' , so that A can see progress.
2. The Learner knows beforehand to ask about anything not
understood, and is given an example about the sort of questions they
may want to ask - for example, What is a Folk Story? Where is
3. Note the value of the fact that the Learner is looking on and
taking part together in a proper story-reading helps the Learner to
learn what Reader B is reading too, both in word recognition and
4. If you print this out or download it, change the font and type-sizes and spacing to suit your Learner. The present layout is simply to suit most browsers.
The man who found a box of gold
A Danish fairy story
(The rest of the story is available. Do not worry. The farmer and his wife do not lose their treasure, but they nearly did.)
Let me know how you go, and raise any issues at any time.