International Journal For Multidisciplinary Research

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

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 7, Issue 4 (July-August 2025) Submit your research before last 3 days of August to publish your research paper in the issue of July-August.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 7 Issue 4
July-August 2025

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Effects of Peer Tutoring on the Reading Fluency of Learners: An Experimental Study

Author(s) Ms. Catalina Mely C. Peregrino, Dr. Roel P. Villocino
Country Philippines
Abstract This study examined the effectiveness of peer tutoring in improving the reading fluency of Grade 3 learners at Kapatungan Elementary School. Participants were identified as performing at the frustration level in reading fluency through the Philippine Informal Reading Inventory (Phil-IRI) Group Screening Test (GST). Utilizing a quasi-experimental design, the study compared the performance of control and experimental groups before and after the intervention. Pre-test results showed that both groups were performing at the frustration level across all components of reading fluency. However, post-test findings revealed significant improvements in the experimental group, which consistently outperformed the control group in reading speed, accuracy, and prosody. The t-test for independent samples indicated a statistically significant difference (p = 0.000) in post-test scores between the two groups. These findings highlight the potential of structured, interactive, and learner-centered strategies like peer tutoring in addressing reading difficulties that persist under traditional instruction. The study encourages the integration of peer-based interventions in early-grade literacy programs to bridge learning gaps and accelerate reading fluency development among struggling readers.
Keywords elementary education, peer tutoring, reading fluency, experimental research,Philippines
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-10
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.53016
Short DOI https://doi.org/g9w5hz
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 4Cover Page Vol 7 Isu 3Cover Page Vol 7 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com