摘要：AbstractThe aim of the study was to investigate the impact ofLeemos en Pareja(Reading in Pairs), an educational programme based on peer tutoring, and learn about the teacher's role in the construction of reading comprehension and fluency. Using a quasi-experimental study with the comparison group, along with the follow up of the working sessions, particularly with the analysis of the interactions (students and teacher) we achieved the study goals. Quantitative results show statistically significant differences between the pre-test and post-test measurement. The analysis of the interaction shows that the interventions made by the teacher with the group in general play an important role in the adjustment of the activity and the structure of the session that guarantees pair interactivity.
