Reading-In-Tandem: An Intervention Strategy for Reading Proficiency of Primary Grade Pupils
Alicia Valencia
Discipline: Education
Abstract:
Reading in Tandem as a remediation and intervention strategy opens a non-discriminatory approach to the teaching
and learning process as learners feel comfortable with their fellow learners in going through the process of teaching
and teaching each other. This study explored the use of reading buddies as an intervention strategy to improve the
reading proficiency of struggling readers in primary grades. A pre-experimental research design was utilized to
analyze the data using the pre-test, and post-test results gathered using Comprehensive Rapid Literacy Assessment
(CRLA). After using reading-in-tandem, 11 pupils shifted from full refresher to light refresher, 16 pupils shifted from
full refresher to grade ready, and 3 pupils remained full refresher. The result provides a clearer picture of the impact
of the intervention strategy on the literacy levels of primary grade learners This made the researcher realized that the
use of a friendly approach in reading such as reading in tandem has is an effective strategy in improving the reading
proficiency of primary grade pupils.
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