Empowering Literacy: Pre-service Teachers as Reading Buddies for Young Learners

Author Information

Winston Ramirez, Cebu Institute of Technology University, Philippines
Flordeliza Cuerda, Cebu Institute of Technology University, Philippines
Cheryl Oro, Cebu Institute of Technology University, Philippines

Abstract

This qualitative study explores the perceptions and experiences of both teachers and learners participating in a Reading Buddies Program. The program pairs teachers with learners in one-on-one reading sessions designed to enhance literacy skills and foster meaningful connections. Participants were chosen purposively to participate in the qualitative aspect of this study. Coding, content and thematic analysis were utilized. Semi-structured interviews, observations, and reflective journals were used to gather data. The findings highlight the benefits of personalized attention, the role of emotional support in literacy development, and the mutual learning that occurs during the interactions. The findings showed that four essential themes were formed based on the perceptions of learners in the Reading Buddies Program and these are: increased motivation and engagement, improved confidence, sense of responsibility, and stronger social connections. Whereas, on the teachers' reflections on the program's impact on learner literacy and teaching practices the resulting themes include improved reading speed and accuracy, enhanced comprehension skills, development of reading strategies, and increased reading practice. Finally, the study revealed that the Reading Buddies Program offers a holistic approach to literacy development and highlights the value of peer-assisted learning in fostering confidence, motivation, and academic growth, making it an essential component of effective literacy instruction.

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