This document outlines a research study that aims to evaluate the reading comprehension of Malaysian gifted students through differentiated reading activities. It discusses how previous research found gifted students struggle with language skills like speaking English and grammar. The study seeks to identify effective differentiated strategies, investigate the impact of differentiated reading lessons, and evaluate student comprehension. It will use differentiated reading instruction with 40 gifted students and assess comprehension through ICAS tests.

1. EDU 702 : RESEARCH METHODOLOGY
TITLE: EVALUATING MALAYSIAN GIFTED
STUDENTS’ READING COMPREHENSION
THROUGH DIFFERENTIATED READING ACTIVITY

2. INTRODUCTION
 Differentiated reading refers to a specially
designed reading program where learners are
grouped according to their ability, and teachers
modify the content according to learners’ level
in order to enrich advanced learners, improve
intermediate learners and assist beginner
learners.

3. RESEARCH PROBLEM
 Yunus (2013) concluded in her research that even
though PERMATApintar students are identified
gifted, majority of them share common problems in
language learning. They often find themselves
having difficulties when speaking in English, apply
correct grammar and acquire limited vocabulary.
Yunus (2013) proposed the practices of
differentiated instruction as a suitable approach as
a medium to address to these problems.
Therefore, this study is carried out
in response to Yunus’ research
findings and suggestion.

4. RESEARCH OBJECTIVES
The research objectives of this study are as follows:
 i. To identify appropriate differentiated strategy to
improve Malaysian Gifted learners’ reading
comprehension
 ii. To investigate the effects of differentiated reading
activity in the classroom towards Malaysian gifted
learners’ reading comprehension
 iii. To evaluate Malaysian gifted learner’s reading
comprehension through differentiated reading activity

5. RESEARCH QUESTIONS
The research questions of this study are:
 i. What is the appropriate differentiated strategy to improve
Malaysian Gifted learners’ reading comprehension?
 ii. What are the effects of differentiated reading activity in
the classroom towards Malaysian gifted learners’ reading
comprehension?
 iii. What is the evaluation of Malaysian gifted learner’s
reading comprehension through differentiated reading
activity?

6. RESEARCH DESIGN
 Experimental
 Application of differentiated reading in the
classroom

7. SAMPLES
 40 PERMATApintar gifted learners

8. INSTRUMENTATION
 ICAS test