Title: Reading Together, Rising Together: A Thematic Exploration of Challenges and Responses in Buddy Reading
Authors: Junalina V. Pitogo
Fe M. Dela Cruz
PhD
Volume: 9
Issue: 11
Pages: 164-168
Publication Date: 2025/11/28
Abstract:
This study examined the effectiveness of the Buddy Reading intervention in improving the reading performance of struggling Grade 2 learners and explored the challenges encountered by little teachers as well as the reading difficulties experienced by the struggling readers. A mixed-method sequential explanatory design was employed, integrating quantitative and qualitative approaches to provide a comprehensive evaluation of the intervention. The quantitative phase utilized the Comprehensive Rapid Literacy Assessment (CRLA) to measure learners' proficiency before and after the four-week program. The qualitative phase involved semi-structured interviews that captured the perceptions, experiences, and responses of both struggling readers and little teachers, allowing for deeper interpretation of the numerical results. The study was conducted at Cabaasan Elementary School in Butuan City and involved sixteen participants: eight Grade 2 struggling readers, three Grade 2 little teachers, and five Grade 3 little teachers selected through purposive sampling based on CRLA results. Data collection followed a structured buddy reading program using Phil-IRI Grade 2 passages, implemented twice weekly for 30 minutes per session, with Fridays allotted for interviews and assessments. A Grade 3 teacher and the school head served as independent observers to ensure fidelity of implementation. Quantitative data were analyzed using CRLA scoring benchmarks, while qualitative data underwent thematic analysis. Findings revealed a clear improvement in reading performance, as all struggling readers showed higher post-test scores, with seven reaching grade-ready levels and one improving to a light refresher level. Thematic analysis indicated two main challenges: foundational literacy deficits, such as weak decoding, fragmented reading, and letter reversals, and behavioral issues, including inattentiveness and low motivation. Little teachers addressed these challenges through correction, repetition, modeling, and encouragement, demonstrating emerging tutoring competencies that contributed to improved reading outcomes. The study concludes that buddy reading is an effective classroom-based intervention for enhancing early-grade literacy