Partner reading, paragraph shrinking: a whole class intervention series for teachers
Subject
Abstract
This project-based thesis responds to the need for equitable, evidence-based literacy instruction in Canadian elementary classrooms, where declining achievement and persistent disparities— particularly among Indigenous learners—underscore ongoing systemic challenges. Grounded in the science of reading and structured literacy frameworks, the study examines the implementation of Partner Reading, Paragraph Shrinking (PRPS), a peer-mediated instructional routine, in middle elementary classrooms (Grades 2–4). The project has two primary aims: to develop a structured professional development (PD) model that supports educators in implementing PRPS with fidelity, and to investigate its impact on students’ oral reading fluency (ORF) and reading comprehension. Drawing on research related to explicit instruction, repeated reading, and data-informed practice, the study positions fluency as a critical bridge between decoding and comprehension, with ORF serving as a reliable indicator for instructional decision-making. The six-session PD model is designed to build teacher capacity in assessment, data use, instructional grouping, and the explicit delivery of PRPS, while also reducing cognitive load, promoting collaboration, and supporting sustained implementation. Findings indicate that structured PD enhances teacher confidence and instructional consistency, while PRPS functions as an efficient Tier One approach that supports diverse learners and strengthens core classroom instruction. Overall, the project underscores the central role of high-quality universal instruction in advancing equitable literacy outcomes and reducing reliance on more intensive interventions.