Effects of Peer-tutoring on the Level of Reading Comprehension of Young Learners

Abstract

Reading and reading comprehension are interrelated skills; both of which learner need to advance in the higher educational years. However, this is not the case for many Filipino children in one barangay of Claveria, Misamis Oriental. Hence, this research measured the reading comprehension levels of learners between 8 and 14 years old, classified them into independent, instructional, and frustrated, and determined whether peer tutoring would increase their level of comprehension. The study utilized a one-group pre-test-post-test design and the standardized reading comprehension test Philippine Informal Reading Inventory (Phil-IRI). Research findings reveal that 4 out of 29 respondents are within the “instructional” level of reading comprehension, 1 out of 29 is “independent” and the remaining 24 young learners are within the “frustrated” level of reading comprehension during the pre-test. After the intervention, 4 achieved “independent” level of reading comprehension, another 4 are “instructional” while the remaining 21 remained in the “frustrated” level. The paired-t test results show that there is no statistically significant difference between the pre-test and post-test; however, this does not mean peer-tutoring is ineffective. With the limitations of the study, it is suggested to have a longer period for peer-tutoring or peer-led intervention.

Keywords

• peer tutoring
• peer-led intervention
• reading comprehension level
• independent
• instructional
• frustrated