Peer Tutoring: An Intervention to Overcome Reading Difficulties among Grade Six Pupils

Abstract

INTRODUCTION

This action research was funded by the Department of Education through the Basic Education Research Fund. Pupils' performance in English is continually deteriorating specifically in reading. Results of the Phil-IRI test show that 29 out of 92 pupils fell under the frustration level. San Ramon Elementary School is very much concern about improving the reading performance of the pupils particularly in Grade six. This is why the researcher adopted the Peer Tutoring intervention to address the reading difficulties of the 29 grade six pupils. This action research sought to know the effects of the Peer Tutoring Program on the reading performance of pupils during the pre and post-test.

METHODS

This study utilized the descriptive survey research using the PHIL-IRI passages as the instrument. The intervention provided activities that developed the reading abilities of pupils who fell under frustration level.

RESULTS

The researcher found out that during the pre-assessment the respondents committed 1146 reading errors Out of these errors 131 or 11.43 percent was "Omission"; 564 or 49.22 under "Mispronunciation"; 112 or 9.77 under "Substitution"; 108 or 9.42 percent under "Insertion"; and 231 or 20.16 percent under "Repetition". Meanwhile, during the post-assessment, the respondents committed 169 reading errors. Thirty-four (34) or 20.12 percent under "Omission"; fifty (50) or 29.59 percent under "Mispronunciation"; two (2) or 1.18 percent under "Substitution"; eleven (11) or 6.51 percent under "Insertion"; and seventy-two (72) or 42.60 percent under "Repetition". This means that the post-assessment result was higher than the pre-assessment result. This implies that the use of Peer Tutoring was effective in overcoming the reading difficulties of the grade six pupils in San Ramon Elementary School.

DISCUSSIONS

The researcher concluded that the best strategy used to help overcome the reading difficulties of grade six pupils was the attitude of the teacher, the peer tutors their patience, persistence, dedication, and sincerity in using the strategies and appropriate practices she had planned to employ in the peer tutoring activity. The very simple attendance check and award system for both tutors and tutees religiously done helped a lot in sending the message to pupils that their presence is important and that their teacher-researcher cared for them. In view of the findings and conclusions of the study the following recommendations are given: Peer tutoring program should be sustained in San Ramon Elementary School; Varied activities be given during peer tutoring activities to provide adequate chance for every pupil to improve their reading level and; Peer tutoring program should be extended to those pupils who need it.