Peer Reading: A Reading Intervention to Improve the Reading Comprehension in English of Grade III Pupils in Aguado Elementary School Annex S.Y. 2018-2019
Keywords:
Peer Reading, Reading comprehension, Reading assessment, Reading Intervention, Literacy, Fast Reader, Moderate Reader, Slow Reader, Intervention program, Effective ReadingAbstract
INTRODUCTION
Reading is one of the primary skills needed to be able to learn. It is a skill that promotes life-long learning and individual advancement for reading to be successful. For a Reading to be successful, a teacher must have overall responsibility for coordinating the program, and this will need some time allocation. This can be a Learning Support/ Resource Teacher or can be another member of the school who can give some time and energy to the project. For this reason, the researchers intend to measure the reading comprehension skill level of the grade III pupils of Aguado Elementary School Annex and to provide Peer-Reading intervention program to improve their reading comprehension in English. The researchers also want to assist the Grade III pupils in preparation for the next grade level.
METHODS
Reading assessment was conducted to measure the reading comprehension of 161 Grade Three pupils. The initial assessment shows that out of 161 pupils, 86 pupils were rated as fast reader in sentences with comprehension level while the rest fall in the moderate and slow reader categories. The Reading Partner or Peer Reading strategy was applied as an intervention to increase the number of fast readers among the Grade Three pupils
RESULTS
After 2 months the researchers found out that Peer-Reading is effective because from 86 pupils during the pre-test increased to 126 and 14 pupils fell under moderate to comprehend and 15 pupils fell under slow to comprehend and 6 pupils were not able to comprehend.
DISCUSSIONS
Peer reading is an effective form of literacy intervention for students in many educational settings. It is not only easily established, but is cost effective. For many participants, not only are there impressive gains in literacy skills, there are also other gains, such as improved self-esteem, attendance and social skills. Dearden (1998) argues that if peer learning is of such value to both parties involved, then there needs to be a way of ensuring it happens. It is hoped that this Rough Guide will encourage teachers to accept the challenge and implement such a program in their own advisory class.
