Synthesizing Evidence on the Think Pair Share Approach in Strengthening Elementary Pupils Literal and Inferential Levels of Reading Comprehension

Abstrak

This study presents a systematic literature review that synthesizes recent evidence on the role of the Think Pair Share (TPS) instructional strategy in enhancing elementary pupils’ literal and inferential reading comprehension. The analysis includes empirical studies published between 2019 and 2025 across mainstream, bilingual, and EFL learning environments. The findings indicate that TPS strengthens literal comprehension by promoting focused individual processing of text, encouraging students to identify explicit information accurately, and enabling clarification of meaning through peer interaction. At the inferential level, TPS facilitates deeper cognitive engagement, allowing learners to justify interpretations, connect ideas, and examine textual cues through structured dialogue. The review also shows that the effectiveness of TPS is closely linked to well-planned scaffolding, purposeful questioning, and opportunities for reflective sharing. Although results vary depending on classroom conditions and learner profiles, the overall evidence affirms that TPS is a practical, adaptable, and low-cost approach for improving essential reading skills in early education. The review further identifies several research gaps and outlines potential directions for future classroom-based investigations aimed at optimizing TPS for literacy development.