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Reading proficiency and peer tutoring techniques

JOURNAL:MAZEDAN EDUCATIONAL REVIEWS AND TEACHING METHODS

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# Authors First Online DOI Downloads Citations
1. SHIELY MAE B. MENDOZA*, MARIETA D. CAYABAS, JOYCE D. ESRAEL 18 Dec 2021 na 12 0
Abstract

This study on peer tutoring practices and reading performance was conducted to determine the extent of peer tutoring practices in terms of paired reading, cross- age tutoring, peer tutoring and parent assisted learning; level of reading performance of Grade 1 learners in terms of word recognition, fluency, comprehension and reading rate. The significant relationship between tutoring practices and reading performance; likewise, the significant influence of tutoring practices on reading performance. In this study, descriptive-correlational method of research was employed. Data were gathered through the use of survey questionnaire. The respondents were identified through purposive sampling technique because only the Grade I Elementary teachers under Kidapawan City Division was selected. The findings showed that the teachers practice paired reading, cross-age tutoring, peer tutoring and parent-assisted learning strategies. Also, the students have a very satisfactory reading performance in terms of word recognition, comprehension, fluency and reading rate. Peer tutoring has a significant relationship with word recognition and fluency. Likewise, cross-age tutoring and parent-assisted learning has a significant relationship with fluency. Tutoring practices significantly influenced the word recognition and reading rate of learners. However, the fluency is negatively correlated with cross age tutoring and parent assisted learning. It indicated that tutoring tactics are not well practiced due to time constraints. In conclusion, the peer tutoring strategy of assisting a learner as a beginner is an effective way of improving the pupils’ performance in reading particularly in word recognition and in developing reading fluency.

Keywords

Peer Tutoring, Reading Performance, Parent Assiste Learning, Master’s Thesis, Philippines

References

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    Heron, T. E., Welsch, R. G., & Goddard, Y. L. (2013). Applications of tutoring systems in specialized subject areas: An analysis of skills, methodologies, and results. Remedial and Special Education, 24, 288–300.

    Robinson DR, Schofield JW, Wentzell KLS (2015). Peer and cross-age tutoring in math: Outcomes and their design implications. Educ. Psychol. Rev. 17(4):327-362.

    Topping, K. (2001). Peer- and parent-assisted learning in reading, writing,            spelling, and thinking skills. Edinburgh, Scotland: The Scottish Council    for Research in Education.