This is a paper presentation is on the INFLUENCE OF BUDDY READING IN ESL ON READING COMPREHENSION AND EMOTIONAL INTELLIGENCE OF UPPER PRIMARY STUDENTS by Prof(Dr) Geetha Janet Vitus and Dr. Anu Mukund

2. What is Buddy Reading?
Buddy Reading is a fun way to help people
learn to read, whether they are adults or
children. In Buddy Reading, a person who
knows how to read well reads with a person
who can't read that well.

3. What is Emotional Intelligence (EI)?
EI is a combination of five characteristics:
• self-awareness
• managing one's emotions
• self-motivation
• empathy
• handling relationships

4. Why is EI important?
• Individuals with high EI are skilled at
handling frustration and have more
determination to overcome obstacles in
pursuit of goal.
• They meet the challenges of work with a
persevering attitude and show optimism.
• An optimistic outlook is a better predictor
of academic success than IQ, SAT scores
or grades.

5. How does reading improve EI?
• Books expose children to a variety of people,
attitudes and experiences that mirror real life.
They help them understand what others think and
feel and do everyday.
• In learning to identify the emotions of characters
in stories, they begin to understand their own
feelings and the emotions of others as well.
Reading gives children words with which to
express themselves
• Early reading experiences can pave the way for
children to learn to cope with emotions and to
develop skill in interpersonal relationships.

6. HYPOTHESES OF THE STUDY
H1.
1. There is no significant difference in the
reading comprehension of UP students
2. There is no significant difference
between male and female UP students in
their reading comprehension
when buddy reading in ESL is practiced.

7. H2.
1. There is no significant difference in
the EI of UP students.
2. There is no significant difference
between male and female UP students
in their EI
when buddy reading in ESL is practiced.

8. 1. Buddy Reading in ESL and Reading
Comprehension of upper primary
students.
2. Buddy Reading in ESL and the EI of upper
primary students.
H3.
There is no significant relationship between:

9. OBJECTIVES OF THE STUDY
To find out:
1. the influence of buddy reading in ESL on
reading comprehension and EI of UP students.
2. the difference between male and female UP
students with regard to their reading
comprehension and EI when buddy reading is
practiced.
3. the relationship between relationship between
Buddy Reading in ESL and Reading
Comprehension and between Buddy Reading in
ESL and the EI of UP students.

10. SAMPLE
10 students

11. METHOD
Normative Survey

12. TOOL
Two Observation Schedules:
1. Observation Schedule for Reading
2. Observation Schedule for EI
developed by investigators and
checked by experts for construct
validity.

13. STATISTICAL TECHNIQUE USED
1. Test of significance of difference
between the means
2. Pearson’s Coefficient of Correlation

14. FINDINGS
1. Majority of the students showed improvement in their
reading comprehension when they practiced buddy
reading.
2. There is no significant difference between male and
female UP students in their reading comprehension
when buddy reading in ESL is practiced.
3. Majority of the students showed improvement in their
EI when buddy reading in ESL is practiced.
4. Girls showed greater improvement in their EI when
buddy reading is practiced.
5. There is a positive correlation between Buddy Reading
in ESL and Reading Comprehension of UP students.
6. There is a positive correlation between Buddy Reading
in ESL and the EI of UP students.

15. CONCLUSION
Buddy reading is a great way to help struggling readers improve and
successful readers learn useful skills. Buddy reading if practiced makes
a lot of difference in the present reading scenario of our state, but the
limitations in infrastructure and time prevent it from happening. Even
then, there are certain schools where they are practicing buddy reading,
in its unrefined form. The main advantage of buddy reading is its
flexibility in use. Children of same class, but of different reading
abilities can be made buddies. Sometimes older students are paired with
younger children from their buddy class. To make it most effective, it
should have at least two grade levels between students. The experience
provides children with stimulating opportunities for learning and skill
development. Teachers report that participation in buddy programs
enhances children`s cooperative learning behaviors such as taking turns,
listening, sharing knowledge, praising another`s effort, helping one
another, and completing a task. Due to the extra attention and
assistance, children`s work often improves and are motivated to do their
best.

16. REFERENCE
Goleman, D. (1996, May). Emotional intelligence. Why it can
matter more than IQ. Learning, 24, (6), 49-50.
Yopp H.K., Yopp, R.H., (2000). Supporting phonemic
awareness development in the classroom. Reading Teacher,
54, (2) 130-146.
Zundel, Irene Helen, How reading improves a child’s
emotional intelligence adapted from
http://www.partnershipforlearning.org
www.google.com
www.readingisgood.com
www.partnershipforlearning.org
www.wikipedia.org

17. THANK YOU