International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Nurturing Peace Through Peer Reading: Tales of Struggling Readers and Peer Tutors

Author(s) Mr. Franklin Tabares Pradas, Ms. Irene Comoda Estrella, Ms. Ma. Ricel Sornito Loot
Country Philippines
Abstract This qualitative study explored how peer reading fosters a culture of peace in educational settings by examining the experiences of struggling readers and their peer mentors, using Vygotsky’s socio-cultural theory and Constructivist learning theory as a framework. Participants included two groups—struggling readers and peer tutors—selected through convenience sampling. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Three key themes emerged. First, Safe Space Nurtures Relationship emphasized how reading sessions created trusting environments, enabling emotional sharing and fostering mutual respect. Second, Collaboration: Learning from One Another revealed that peer interactions enhanced students’ confidence, inclusion, and participation, especially for struggling readers. Third, Peer Reading: A Life Changing Experience illustrated how tutors developed leadership and responsibility, with positive impacts extending beyond the classroom. This ripple effect highlights how peer reading cultivates traits essential to peacebuilding, including empathy, service, and mentorship. The study concludes that peer reading not only supports academic development but also embeds peace education values into daily student interactions through collaborative learning, contributing to a peaceful school culture.
Keywords Peer Reading, Culture of Peace, Struggling Readers, Peer Mentors, Qualitative Research
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-24
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.45911
Short DOI https://doi.org/g9mn34
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