■ Buddy Reading, a peer tutoring programme, is popularly adopted in Singapore schools to increase the reading proficiency of lower primary children who are not reading at age appropriate levels. However, this programme is rarely subjected to systematic evaluation. In view of this, the present study undertakes an evaluation of the programme as it is implemented in a Singaporean primary school. The evaluation brings to the fore some of the shortcomings inherent in the programme and proposes how the training could be enhanced. The final part of the paper evaluates the effects of the newly proposed training programme and concludes with implications for training and research in the area.
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