Abstract
Reading in Tandem as a remediation and intervention strategy opens a non-discriminatory approach to the teaching and learning process as learners feel comfortable with their fellow learners in going through the process of teaching and teaching each other. This study explored the use of reading buddies as an intervention strategy to improve the reading proficiency of struggling readers in primary grades. A pre-experimental research design was utilized to analyze the data using the pre-test, and post-test results gathered using Comprehensive Rapid Literacy Assessment (CRLA). After using reading-in-tandem, 11 pupils shifted from full refresher to light refresher, 16 pupils shifted from full refresher to grade ready, and 3 pupils remained full refresher. The result provides a clearer picture of the impact of the intervention strategy on the literacy levels of primary grade learners This made the researcher realized that the use of a friendly approach in reading such as reading in tandem has is an effective strategy in improving the reading proficiency of primary grade pupils.
