This study was a controlled evaluation of the use of the Paired Reading (PR) technique with first grade children and their parents in Brazil. Control group children took books home to read with their parents, but had no PR training. Although similar at pre-test, Paired Reading children were significantly superior in comprehension at post-test, especially in relation to the deeper complexities of the logical sequence and meaning of the text. Autonomous reading fluency also appeared to be higher for the Paired Reading group. The subjective feedback from experimental parents, teachers and children was very positive. There were indications that the affective and self-efficacy components of PR were particularly important, and that the intervention helped to alter the conceptualisation, ethos and practices of education in the home.