Author(s): Elvie C. Navarro

Abstract: This study utilized the Peer Tutoring Strategy to enhance the reading skills of Grade 7 students who were identified as struggling readers. The intervention focused on addressing common reading miscues, such as mispronunciation, omission, substitution, and insertion, which often hinder comprehension and fluency. Through structured peer tutoring sessions, learners engaged in collaborative reading activities where higher-performing students guided their peers in decoding, pronunciation, and comprehension tasks. Findings revealed that peer tutoring significantly reduced the frequency of miscues and fostered greater confidence, active participation, and engagement among learners. The study highlights that peer tutoring is an effective, low-cost, and sustainable approach to improving reading skills, particularly for struggling readers in the classroom setting. Moreover, the post-intervention results indicated a noticeable decrease in specific reading miscues, particularly in mispronunciation, omission, substitution, and insertion errors. The structured peer tutoring activities allowed learners to receive immediate corrective feedback, which strengthened their word recognition and decoding skills. These findings affirm that targeted peer tutoring interventions are effective in addressing persistent reading miscues among struggling readers. It is recommended that schools integrate structured peer tutoring programs into their reading enhancement initiatives to support struggling readers and promote a culture of shared responsibility in literacy development.

Keywords: collaborative learning, peer tutoring, reading comprehension, reading miscues, reading skills

Article Info: Received: 11 Dec 2025; Received in revised form: 13 Jan 2026; Accepted: 17 Jan 2026; Available online: 22 Jan 2026

DOI: 10.22161/ijels.111.16