READING REMEDIATION PROGRAM USING SUPERVISED PAIRING-UP READING AN EXPERIMENTAL STUDY

Education

After implementing the Supervised Pairing-Up Reading program, significant advancements were observed in the experimental group compared to the control group, evidenced by substantial increases in mean scores across multiple assessments. This study investigates the impact of a Supervised Pairing-Up Reading intervention on students' word proficiency and reading comprehension skills within an educational context. Employing a quasi-experimental design, initial assessments revealed that both the control and experimental groups initially performed below expected levels in both abilities. However, while the mean scores improved, some students in the experimental group continued to show varying degrees of progress, indicating that individual differences and additional factors may influence the overall effectiveness of the intervention. The intervention centered on the structured pairing of students during reading activities, emphasizing collaborative learning strategies known to enhance language development and comprehension. This approach aligns with established research highlighting the pedagogical benefits of collaborative learning. Findings underscore not only improved academic outcomes but also heightened peer cooperation and participant engagement, crucial for fostering a supportive learning environment. Furthermore, the pivotal role of educators in facilitating effective pairing sessions, and providing immediate feedback and guidance. The Supervised Pairing-Up Reading intervention effectively targeted specific literacy weaknesses while positively influencing students' attitudes toward learning. In conclusion, this research contributes empirical evidence supporting the efficacy of the Supervised Pairing-Up Reading program in enhancing both word proficiency and reading comprehension among students. The study underscores the practical benefits of collaborative learning strategies in educational settings, suggesting implications for instructional practice and further research into long-term intervention effects and scalability across diverse educational contexts.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.