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This study attempts to document the efficacy of peer-support and self-monitoring during partnered reading by third grade students as evidenced by their discourse. Pairs of third grade students engaged in partnered reading in a general education third grade classroom. Their oral reading, coaching and conversations were recorded using i-Pod2s over the course of twenty days. The digital audio recordings were then analyzed to determine if the students employed reading strategies, what types ofdoi:10.4148/2470-6353.1039 fatcat:wc634nx3lnaireilh43ooowq5e