Effects of Peer Tutoring on Oral Reading Fluency among Struggling Readers of Junior High School

Fluency in oral reading is essential for literacy and is the foundation of academic achievement, especially for junior high school student. A good reader is characterized by their reading fluency. On the other hand, poor readers are distinguished by their inability to read fluently. Peer tutoring has emerged as a potential intervention to support these learners by providing assistance and fostering a collaborative learning environment. This study investigates the Effects of Peer tutoring on oral reading fluency in struggling readers of Junior High School students. This research uses a mixed-method approach, the study involved 17 students who participated in oral reading fluency. Quantitative data were gathered using the Project LETRA tool, which assessed word, sentence and paragraph levels, including miscues. Qualitative data captured students’ perceptions, emotional responses, and observed improvements in oral reading fluency. Thematic analysis reveals six major themes which has a positive and negative theme these are: Positive (Vocabulary development, Cognitive development, fluency) Negative (Seld-consciousness, word and pronunciation difficulty and distractions). The findings indicate that peer tutoring significantly enhance oral reading fluency, with notable improvements in vocabulary development, cognitive development and fluency. However, some challenges were identified including, self-consciousness, word and pronunciation difficulty and distraction. Despite these challenges, participation in peer tutoring positively influenced both academic and emotional aspects of reading, fostering greater confidence and motivation among students.