Lived Experiences of Struggling Readers in a Peer-Assisted Reading Environment

Abstract

Reading difficulties continue to hinder the academic performance and participation of many learners, particularly those who struggle with foundational literacy skills. While peer-assisted reading interventions have been widely used to improve reading outcomes, limited studies have examined the lived experiences of struggling readers and the pedagogical insights derived from such interventions. This study explored the lived experiences of grade 7 struggling readers in a peer-assisted reading (PAR) program and identified the pedagogical insights drawn from their experiences in a public secondary school in Santo Tomas, Davao del Norte. Anchored on an interpretivist worldview, the study employed a qualitative phenomenological design. Ten (10) grade 7 students identified as struggling readers through the Philippine Informal Reading Inventory (Phil-IRI) were purposively selected as participants. Data were collected through semi-structured in-depth interviews and analyzed using Colaizzi’s (1978) phenomenological method. The findings revealed three themes describing the participants’ lived experiences: Initial Anxiety and Literacy Difficulties in Peer-Assisted Reading, Positive Emotional, Social, and Learning Experiences in Peer-Assisted Reading, and Enhanced Reading Confidence, Skills, and Motivation Through Peer-Assisted Reading. The participants initially experienced reading as an anxiety-provoking activity characterized by fear, uncertainty, and literacy difficulties. Through sustained peer support, guided practice, and collaborative learning, they gradually developed confidence, improved reading skills, and stronger motivation to read. Four pedagogical insights also emerged: Interactive and Enjoyable Activities Promote Active Participation in Reading, Repetition and Continuous Guidance Strengthen Reading Mastery, Flexible Scheduling and Sufficient Learning Time Enhance Reading Engagement and Understanding, and Developmentally Appropriate Reading Materials Facilitate Learning Improvement. These findings underscore the importance of peer-assisted reading environments that integrate emotional support, collaboration, scaffolded instruction, and learner-centered practices to promote meaningful literacy development among struggling readers.