Differential Effects of Round-Robin Reading and Reading Together on Reading Comprehension and Engagement for Second-Grade Students with Different Reading Levels: A Pilot Study

Reading acquisition has always been an important concern in the early years of primary school, yet students of similar ages still have varied reading levels. Reading styles are proven to have some impacts on students’ reading performance, but whether the impact on students with different reading levels is consistent remains unclear. This study aimed to investigate the effect of two different reading styles on the level of engagement and comprehension of two groups of year 2 students representing the highest and the lowest reading level in the year. The results have shown that Reading Together resulted in higher engagement in both groups and better comprehension in the low-level group only; Round-Robin Reading decreased the level of engagement of both groups and the level of comprehension in the low-level group, but it had no impact on the comprehension of the high-level group. These results indicated that Round-Robin Reading and Reading Together have different impacts on students with different reading levels.