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Action research proposal


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Action research proposal

  1. 1. Good Morning Everyone….
  2. 2. Action Research Proposal“English reading strategies in Primary School” Amelia Binti Subil Rabiah Anak Amba
  3. 3. 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 selfconfidence.
  4. 4. Reading Definition• 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 terrific fantasies can come true. For others, its a tedious chore, where nothing makes sense and even reading a small sentence requires a mammoth effort.• 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 difficult. In these projects we hope to share of improving the reading experience for children.
  5. 5. RESEARCH PROBLEMS• What strategies or technique can we use to help students in Primary school to influence reading in English? PURPOSE OF THE STUDY• This study aims to explore the strategies we used to overcome reading problems. The findings can help provide insights into the types of strategies the teacher used to solve their students’ reading problems.
  6. 6. LITERATURE REVIEWThis is a brief review of the literature related to our topic.• &task=view&id=99&Itemid=80 -Effective 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 first definition of reading is being able to pronounce the words. Phonemic awareness is the ability to segment, delete, and combine speech sounds into abstract units.
  7. 7. 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 flow 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 flow of language or looked for meaning in other areas of the text, such as pictures etc.
  8. 8. RESEARCH PROCESS / PLAN OF ACTION• We felt that motivating students to read extensively in English would be the most effective long-term means to help them increase their vocabulary in English, and ultimately, their proficiency 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.
  9. 9. We Hope…Activities 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.
  10. 10. • 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.
  11. 11. 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 reflections 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 offer their insights accordingly. The data were interpreted and categorized according to types of reading problems and strategies.4. Questionnaires
  12. 12. PROFESSIONAL REFLECTION• The results of this study suggest that students in primary schools can and do benefit 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 proficiency in English and the effects of extensive reading on the students language proficiency can best be seen in the long term.
  13. 13. Thanks you….