Intervention program for early readers: The teething problems
The greatest challenge faced by schools is how to deal with at risk pupils especially those who are unable to read. Hence Reading Recovery Program that supplements daily reading and writing instructions seems to be the logical answer. In Malaysia an intervention program (KIA2M) was launched in 2006...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English English |
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The International Journal of Learning
2009
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| Online Access: | http://psasir.upm.edu.my/id/eprint/7702/1/Intervention%20program%20for%20early%20readers.pdf |
| _version_ | 1796967381015199744 |
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| author | Mahyuddin, Rahil Md Nor, Sharifah Roslan, Samsilah Elias, Habibah |
| author_facet | Mahyuddin, Rahil Md Nor, Sharifah Roslan, Samsilah Elias, Habibah |
| author_sort | Mahyuddin, Rahil |
| collection | UPM |
| description | The greatest challenge faced by schools is how to deal with at risk pupils especially those who are unable to read. Hence Reading Recovery Program that supplements daily reading and writing instructions seems to be the logical answer. In Malaysia an intervention program (KIA2M) was launched in 2006 to address the reading problems among Year 1 pupils. The specific aim is to enable these pupils to acquire the basic reading and writing skills. A preliminary qualitative study was carried out on four schools in Kuala Lumpur and Selangor to examine the progress and implementation of the program, Fourteen teachers from these schools were interviewed. Their responses were recorded and transcribed. Like any new program, the findings reveal that there are several teething problems. Among them are: 1. Lack of trained teachers assigned to the program. 2. Courses for diagnosis of children are not carried out. 3. Lack of support and cooperation from teachers and parents. 3. Pupil -teacher ratio is not realistic. More than 30 pupils per teacher. 4. There is no follow up programs after the pupils have gone through Year 1. 5. Literacy is not the focus. Pupils are taught correct pronunciations, spelling and writing. 6. There is no networking with teachers from other schools and experts for the programs. Eleven of the teachers reported that the program has not fully achieved its aim. Suggestions for improvements from teachers’ perspectives are discussed in this paper. |
| first_indexed | 2024-03-06T07:13:01Z |
| format | Article |
| id | upm.eprints-7702 |
| institution | Universiti Putra Malaysia |
| language | English English |
| last_indexed | 2024-03-06T07:13:01Z |
| publishDate | 2009 |
| publisher | The International Journal of Learning |
| record_format | dspace |
| spelling | upm.eprints-77022015-10-22T23:46:20Z http://psasir.upm.edu.my/id/eprint/7702/ Intervention program for early readers: The teething problems Mahyuddin, Rahil Md Nor, Sharifah Roslan, Samsilah Elias, Habibah The greatest challenge faced by schools is how to deal with at risk pupils especially those who are unable to read. Hence Reading Recovery Program that supplements daily reading and writing instructions seems to be the logical answer. In Malaysia an intervention program (KIA2M) was launched in 2006 to address the reading problems among Year 1 pupils. The specific aim is to enable these pupils to acquire the basic reading and writing skills. A preliminary qualitative study was carried out on four schools in Kuala Lumpur and Selangor to examine the progress and implementation of the program, Fourteen teachers from these schools were interviewed. Their responses were recorded and transcribed. Like any new program, the findings reveal that there are several teething problems. Among them are: 1. Lack of trained teachers assigned to the program. 2. Courses for diagnosis of children are not carried out. 3. Lack of support and cooperation from teachers and parents. 3. Pupil -teacher ratio is not realistic. More than 30 pupils per teacher. 4. There is no follow up programs after the pupils have gone through Year 1. 5. Literacy is not the focus. Pupils are taught correct pronunciations, spelling and writing. 6. There is no networking with teachers from other schools and experts for the programs. Eleven of the teachers reported that the program has not fully achieved its aim. Suggestions for improvements from teachers’ perspectives are discussed in this paper. The International Journal of Learning 2009 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/7702/1/Intervention%20program%20for%20early%20readers.pdf Mahyuddin, Rahil and Md Nor, Sharifah and Roslan, Samsilah and Elias, Habibah (2009) Intervention program for early readers: The teething problems. The International Journal of Learning, 16 (6). pp. 169-176. ISSN 1447-9494 http://ijl.cgpublisher.com/product/pub.30/prod.2247 English |
| spellingShingle | Mahyuddin, Rahil Md Nor, Sharifah Roslan, Samsilah Elias, Habibah Intervention program for early readers: The teething problems |
| title | Intervention program for early readers: The teething problems |
| title_full | Intervention program for early readers: The teething problems |
| title_fullStr | Intervention program for early readers: The teething problems |
| title_full_unstemmed | Intervention program for early readers: The teething problems |
| title_short | Intervention program for early readers: The teething problems |
| title_sort | intervention program for early readers the teething problems |
| url | http://psasir.upm.edu.my/id/eprint/7702/1/Intervention%20program%20for%20early%20readers.pdf |
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