Teaching Struggling Readers and Creating a Supportive Classroom through the Use of Peer Tutoring Strategy

Abstract

INTRODUCTION

Alnay Elementary School is one of the twenty-five schools in Polangui North District, in the Division of Albay that adheres to "Every Child a Reader" program. However, there are still non-reader pupils even in intermediate level. With this, this study looks into how peer tutoring strategy can be delivered efficiently and effectively to raise the level of word recognition and reading comprehension of the Grade 5 pupils and consequently, enhance pupils' confidence and motivation in reading class.

METHODS

The study was a Combination of quantitative and qualitative data collection methodologies. This research made use of descriptive statistics such as frequency and percentage to describe the reading development of the pupils along word recognition and reading comprehension. The data needed for this study were generated primarily through Pre-Reading Assessment and Post-reading Assessment results to measure the effectiveness of Peer tutoring strategy, and through an interview with the use of journal to the twenty-three (23) Grade V-Venus Pupils who were struggling readers.

RESULTS

The reading post assessment result publicized that along word recognition, two of 23 learners became independent or 8.69% and the number of non-readers declined to 8 or 34.78%. As to reading comprehension, 7 pupils or 30.43% made it to be in the independent level and 3 pupils or 13.04% were included in instructional level. Journal entries revealed that pupils appreciated the peer tutoring because they received feedback immediately and more frequently when they had questions to clarify.

DISCUSSIONS

The implementation of peer tutoring to struggling readers was effective in raising the reading level of the pupils along word recognition and reading comprehension. Thus, it is recommended for this intervention to be institutionalized.