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Action Research ProposalEnglish reading strategies in Primary School Amelia Binti

Subil Rabiah Anak Amba
2. INTRODUCTIONThis action research project proposal about the Englishreading
strategies in Primary school. The problems faced inschool by a child who cant read are serious.
As childrenprogress through primary or elementary school, they need tobe able to read more and
more. Therefore a failure in readingcan lead to a failure in school generally and a low
selfconfdence.
3. Reading Defnition Technically, reading is the process of gaining meaning from print. For
some, reading is a passion - an avenue to which they can turn, to escape the challenges of life -
a place where their most terrifc fantasies can come true. For others, its a tedious chore, where
nothing makes sense and even reading a small sentence requires a mammoth efort. The
reasons for children not being able to read are varied - poor teaching, lack of motivation or the
child may have a learning disability which makes reading difcult. In these projects we hope to
share of improving the reading experience for children.
4. RESEARCH PROBLEMS What strategies or technique can we use to help students in
Primary school to infuence reading in English? PURPOSE OF THE STUDY This study aims to
explore the strategies we used to overcome reading problems. The fndings can help provide
insights into the types of strategies the teacher used to solve their students reading problems.
5. LITERATURE REVIEWThis is a brief review of the literature related to our topic.
http://www.wellingtonpri.moe.edu.sg/index.php?option=com_content
&task=view&id=99&Itemid=80 -Efective Users of the English Language as a Communicative
Tool Weaver, C. (1994). Reading Process and Practice: From Sociopsycho linguistics to Whole
Language. Portsmouth, NH: Heinemann. -According to Weaver (1994), the frst defnition of
reading is being able to pronounce the words. Phonemic awareness is the ability to segment,
delete, and combine speech sounds into abstract units.
6. BACKGROUND OR CONTEXT OF THE STUDY What do good readers do? Use
pictures, their knowledge of sounds and letters, letter blends and the shapes of words,
experience of subject matter and the fow of language to help them make sense of the text that is
laid before them. What happens with poor readers? Dont look for what the text means. They
dont use all the clues in the surrounding print and by the time they get to the end of the sentence,
all meaning is lost. They havent grasped the fow of language or looked for meaning in other
areas of the text, such as pictures etc.
7. RESEARCH PROCESS / PLAN OF ACTION We felt that motivating students to read
extensively in English would be the most efective long-term means to help them increase their
vocabulary in English, and ultimately, their profciency in the language. We thus decided to set up
an extensive reading program for students in primary schools, which we named the English
Language Learning and Reading Program (ELLARP). These are the activities and events we
want to use in ELLARP.
8. We HopeActivities and Events in ELLARP (English LanguageLearning and Reading
Program). These program we hopemake pupils enjoy themselves in the classrooms
wherestrategies from the ELLARP framework are used for theteaching and learning of the
English Language.
9. Assembly Programme - Organised for the pupils of Primary School to enrich and
enthuse them in the learning of the English Language. Workshop and Talk - Conducted for
pupils to motivate them to have fun and enjoy learning the English Language. Buddy Reading
Programme - Buddy reading programme is introduced for reluctant readers twice a week in the
morning before assembly. Book Fair - Organised to introduce pupils to new books and
encourage them to read widely. Mobile Library - The school collaborates with the National
Library Board to have its mobile library in the school to encourage pupils to read extensively.
10. DATA COLLECTION AND ANALYZE1. Participants This is a qualitative based study
where responses from a participant is analysed. The participant is in service teacher.2.
Observation3. Data Analysis The semi-structured interviews aimed to capture the respondents
ideas and concerns regarding young readers problems as well as their refections on the types of
strategies employed to solve the problems. The interviews were audio-taped and the data
obtained transcribed to allow the researchers to ofer their insights accordingly. The data were
interpreted and categorized according to types of reading problems and strategies.4.
Questionnaires
11. PROFESSIONAL REFLECTION The results of this study suggest that students in
primary schools can and do beneft from ELLARP. The majority of the students in this study
developed positive attitudes towards reading in English as the term progressed, although they
were initially reluctant readers. However, ELLARP helped to increase their profciency in English
and the efects of extensive reading on the students language profciency can best be seen in the
long term.