The study sought to explore the perceptions and experiences of the College of Teacher education students as reading mentors to the struggling grade 7 students of Barobo National High School. The study is descriptive in nature utilizing both qualitative and quantitative data. The study concluded that the mentoring sessions benefitted the reading mentors academically, helped develop their self-esteem and capability, and support felt was sufficient. Moreover, reading mentors found some mentees’ attitude negative. From these experiences and perceptions of the mentors, it was further concluded that the reading program has strengths, weaknesses, opportunities and threats. This led to the recommendation that the two institutions should work collaboratively to sustain and fortify its strengths and opportunities while addressing the weaknesses and threats that may deter the success of the program.
humanities-language, descriptive method, mentoring, program, reading, school-based
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