1. Good Morning Everyone….

2. Action Research Proposal
“English reading strategies in
Primary School”
Amelia Binti Subil
Rabiah Anak Amba

3. INTRODUCTION
This action research project proposal about the English
reading strategies in Primary school. The problems faced in
school by a child who can't read are serious. As children
progress through primary or elementary school, they need to
be able to read more and more. Therefore a failure in reading
can lead to a failure in school generally and a low self
confidence.

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, it's 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. 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. LITERATURE REVIEW
This 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
-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. 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?
• Don't look for what the text means.
• They don't 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 haven't grasped the flow of language or looked for meaning in
other areas of the text, such as pictures etc.

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. We Hope…
Activities and Events in ELLARP (English Language
Learning and Reading Program). These program we hope
make pupils enjoy themselves in the classrooms where
strategies from the ELLARP framework are used for the
teaching and learning of the English Language.

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. DATA COLLECTION AND ANALYZE
1. Participants
• This is a qualitative based study where responses from a participant
is analysed. The participant is in service teacher.
2. Observation
3. 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. 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. Thanks you….