Peer Assisted Learning Strategies (PALS-UK) increases reading attainment, oral fluency and comprehension: a cluster randomized controlled trial

Breadmore, HL, Morris, SP, Gellen, S, Lewin, C, Vardy, EJ ORCID: https://orcid.org/0000-0002-7825-2270, Ainsworth, S, Wicker, K and Tarczynski-Bowles, L ORCID: https://orcid.org/0000-0003-3869-1735, 2026. Peer Assisted Learning Strategies (PALS-UK) increases reading attainment, oral fluency and comprehension: a cluster randomized controlled trial. Scientific Studies of Reading. ISSN 1088-8438

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Abstract

Purpose
This study evaluates the impact of Peer Assisted Learning Strategies (PALS-UK) in developing pupils’ reading attainment, reading skills (comprehension and fluency) and affective factors (reading self-efficacy and motivation).

Method
All Year 5 pupils (9–10 years old, N = 4840, 49% female and 51% male) in 114 schools in England, took part in a two-armed, randomized controlled efficacy trial randomizing schools. The final analyzed sample included 53 treatment schools (N = 1907, 51% female and 49% male) and 50 business-as-usual control schools (N = 1721, 49% female and 51% male). In treatment schools, class-teachers were asked to deliver PALS-UK three times per week for 20 weeks.

Results
Pupils in treatment schools demonstrated higher curriculum-aligned reading attainment than pupils in business-as-usual control schools. A moderate effect size was found for this primary outcome. Exploratory subgroup analyses suggested that no groups were disadvantaged by treatment. In addition, analyses of secondary outcomes showed significant positive treatment effects for reading comprehension and reading fluency/rate – a measure based on speed/accuracy of reading connected text. The treatment effect was not significant for multidimensional fluency (measuring qualitative differences in expressive reading), reading self-efficacy or motivation to read.

Conclusion
This study is the most rigorous evidence to date that PALS-UK is effective in improving reading outcomes. It provides strong evidence in support of the use of this structured approach to paired reading. We conclude that the approach works, when implemented with fidelity, because it supports pupils to practice reading aloud and scaffolds use of reading comprehension strategies, which improve reading outcomes.

Item Type:	Journal article
Publication Title:	Scientific Studies of Reading
Creators:	Breadmore, H.L., Morris, S.P., Gellen, S., Lewin, C., Vardy, E.J., Ainsworth, S., Wicker, K. and Tarczynski-Bowles, L.
Publisher:	Taylor & Francis (Routledge)
Date:	9 February 2026
ISSN:	1088-8438
Identifiers:	Number Type 10.1080/10888438.2026.2614770 DOI 2574078 Other
Rights:	© 2026 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Divisions:	Schools > School of Social Sciences
Record created by:	Melissa Cornwell
Date Added:	16 Feb 2026 09:51
Last Modified:	16 Feb 2026 09:51
URI:	https://irep.ntu.ac.uk/id/eprint/55280

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