Testing the Feasibility and Impact of Train-the-Trainer Delivery for a Peer Tutoring Reading Programme in Chile
Bibliographic record
Abstract
Peer tutoring through a structured low-cost approach to reading in pairs using the Paired Reading programme has resulted in attainment gains in reading in English (UK) and Spanish (Colombia), using developer-led training in schools. Given the continued issues with poor reading attainment globally, in preparation for the scalability of Paired Reading in the Global South, a train-the-trainer delivery programme was developed, implemented, and assessed using a matched study design including 6 classes and 98 Grade 6 students in a high-poverty region of Chile. The results indicate that the Paired Reading train-the-trainer programme (Latin American Spanish version) is feasible to implement in elementary schools in high-poverty areas in Chile and is capable of improving children’s reading ability as measured by an independently designed standardised reading assessment. Positive results were found (effect size d = +0.67, g = +0.66) for the children who engaged in the technique when assessed against a matched control group. The results indicate that this programme is now ready for assessment using a randomised controlled trial in Chile to test the effectiveness of using this more scalable method of delivery, including with standardised digital resources, for sustainable delivery in the Latin American region.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".