Early Childhood Education Journal

, Volume 47, Issue 2, pp 227–237 | Cite as

How Second-Grade English Learners Experienced Dyad Reading with Fiction and Nonfiction Texts

  • Michelle L. Klvacek
  • Eula E. Monroe
  • Brad Wilcox
  • Kendra M. Hall-Kenyon
  • Timothy G. MorrisonEmail author


Dyad reading is a modified version of the Neurological Impress Method in which a lead reader and an assisted reader sit side by side and read aloud a shared text in unison. This cooperative peer-assisted reading strategy has been shown to be effective in helping English-proficient and English-learning children. What is unclear is how dyad reading is applied and experienced by children and if and how it varies with different genres. The purpose of this qualitative study was to describe the experiences of two second-grade English Learners (ELs) as they participated in dyad reading with English-proficient partners using both fiction and nonfiction texts. Adaptations made during the study that improved the experience included holding daily class discussions about dyad reading, implementing book logs to increase student accountability, refreshing the classroom library often, and encouraging more discussion between partners about texts. Results indicated that participant attitudes and relationships improved and their self-perceptions were positive. ELs evidenced confidence as readers and a sense of satisfaction and success. 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.


Dyad reading Neurological impress English Learners Second grade Motivation 


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Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  • Michelle L. Klvacek
    • 1
  • Eula E. Monroe
    • 1
  • Brad Wilcox
    • 1
  • Kendra M. Hall-Kenyon
    • 1
  • Timothy G. Morrison
    • 1
    Email author
  1. 1.Department of Teacher EducationBrigham Young UniversityProvoUSA

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