Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons

T. Gewa Thuraisingam; Santhi Gopal; Nisha Sasidharan; Zahra Naimie; Adelina Asmawi

doi:doi:10.11648/j.ijecs.20170203.13

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Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons

T. Gewa Thuraisingam, Santhi Gopal, Nisha Sasidharan, Zahra Naimie, Adelina Asmawi

Published in International Journal of Education, Culture and Society (Volume 2, Issue 3)

Received: 4 March 2017 Accepted: 27 March 2017 Published: 9 May 2017

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Abstract

This paper presents the implementation of pre-reading strategies to facilitate reading skills and increase interest in reading lessons among struggling ESL primary school pupils using the Fuzzy Delphi Method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP) which is a multiple-attribute decision process that is normally made by a review committee with experts from academia. It also aims at providing a systematic approach to selecting appropriate pre-reading strategies to improve pupils’ interest and comprehension in English reading lessons. In this study, six English Language teachers from Kuala Lumpur participated as experts to answer a questionnaire in the Fuzzy Delphi method to determine pre-reading strategies that facilitate reading among struggling Year Four pupils. A total of 250 Year Four pupils participated in a comprehension pretest from which thirty-five struggling Year Four pupils were selected. Through the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP), three key pre-reading strategies were selected and sequenced according to their degree of importance as selected by the experts. The percentage of consensus achieved was 85% and the fuzzy hierarchy for pre-reading strategies was determined and ranked according to its importance namely activating prior knowledge, teaching explicit vocabulary, and conducting role-play. These strategies were implemented by the expert teachers during two English reading Research Cycles after which a post-test was administered. The post-test and checklists of observation on expert teachers indicated that the chosen pre-reading strategies had a significant effect in increasing pupils’ interest and comprehension in reading.

Published in	International Journal of Education, Culture and Society (Volume 2, Issue 3)
DOI	10.11648/j.ijecs.20170203.13
Page(s)	94-100
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Pre Reading Strategies, Enhance, Reading Comprehension, Struggling Pupils

References

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APA Style

T. Gewa Thuraisingam, Santhi Gopal, Nisha Sasidharan, Zahra Naimie, Adelina Asmawi. (2017). Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons. International Journal of Education, Culture and Society, 2(3), 94-100. https://doi.org/10.11648/j.ijecs.20170203.13

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ACS Style

T. Gewa Thuraisingam; Santhi Gopal; Nisha Sasidharan; Zahra Naimie; Adelina Asmawi. Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons. Int. J. Educ. Cult. Soc. 2017, 2(3), 94-100. doi: 10.11648/j.ijecs.20170203.13

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AMA Style

T. Gewa Thuraisingam, Santhi Gopal, Nisha Sasidharan, Zahra Naimie, Adelina Asmawi. Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons. Int J Educ Cult Soc. 2017;2(3):94-100. doi: 10.11648/j.ijecs.20170203.13

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@article{10.11648/j.ijecs.20170203.13,
  author = {T. Gewa Thuraisingam and Santhi Gopal and Nisha Sasidharan and Zahra Naimie and Adelina Asmawi},
  title = {Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons},
  journal = {International Journal of Education, Culture and Society},
  volume = {2},
  number = {3},
  pages = {94-100},
  doi = {10.11648/j.ijecs.20170203.13},
  url = {https://doi.org/10.11648/j.ijecs.20170203.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20170203.13},
  abstract = {This paper presents the implementation of pre-reading strategies to facilitate reading skills and increase interest in reading lessons among struggling ESL primary school pupils using the Fuzzy Delphi Method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP) which is a multiple-attribute decision process that is normally made by a review committee with experts from academia. It also aims at providing a systematic approach to selecting appropriate pre-reading strategies to improve pupils’ interest and comprehension in English reading lessons. In this study, six English Language teachers from Kuala Lumpur participated as experts to answer a questionnaire in the Fuzzy Delphi method to determine pre-reading strategies that facilitate reading among struggling Year Four pupils. A total of 250 Year Four pupils participated in a comprehension pretest from which thirty-five struggling Year Four pupils were selected. Through the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP), three key pre-reading strategies were selected and sequenced according to their degree of importance as selected by the experts. The percentage of consensus achieved was 85% and the fuzzy hierarchy for pre-reading strategies was determined and ranked according to its importance namely activating prior knowledge, teaching explicit vocabulary, and conducting role-play. These strategies were implemented by the expert teachers during two English reading Research Cycles after which a post-test was administered. The post-test and checklists of observation on expert teachers indicated that the chosen pre-reading strategies had a significant effect in increasing pupils’ interest and comprehension in reading.},
 year = {2017}
}

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TY  - JOUR
T1  - Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons
AU  - T. Gewa Thuraisingam
AU  - Santhi Gopal
AU  - Nisha Sasidharan
AU  - Zahra Naimie
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DO  - 10.11648/j.ijecs.20170203.13
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 94
EP  - 100
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20170203.13
AB  - This paper presents the implementation of pre-reading strategies to facilitate reading skills and increase interest in reading lessons among struggling ESL primary school pupils using the Fuzzy Delphi Method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP) which is a multiple-attribute decision process that is normally made by a review committee with experts from academia. It also aims at providing a systematic approach to selecting appropriate pre-reading strategies to improve pupils’ interest and comprehension in English reading lessons. In this study, six English Language teachers from Kuala Lumpur participated as experts to answer a questionnaire in the Fuzzy Delphi method to determine pre-reading strategies that facilitate reading among struggling Year Four pupils. A total of 250 Year Four pupils participated in a comprehension pretest from which thirty-five struggling Year Four pupils were selected. Through the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP), three key pre-reading strategies were selected and sequenced according to their degree of importance as selected by the experts. The percentage of consensus achieved was 85% and the fuzzy hierarchy for pre-reading strategies was determined and ranked according to its importance namely activating prior knowledge, teaching explicit vocabulary, and conducting role-play. These strategies were implemented by the expert teachers during two English reading Research Cycles after which a post-test was administered. The post-test and checklists of observation on expert teachers indicated that the chosen pre-reading strategies had a significant effect in increasing pupils’ interest and comprehension in reading.
VL  - 2
IS  - 3
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Author Information

T. Gewa Thuraisingam

Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Santhi Gopal

Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Nisha Sasidharan

Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Zahra Naimie

Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Adelina Asmawi

Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia

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Plain Text BibTeX RIS

APA Style

T. Gewa Thuraisingam, Santhi Gopal, Nisha Sasidharan, Zahra Naimie, Adelina Asmawi. (2017). Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons. International Journal of Education, Culture and Society, 2(3), 94-100. https://doi.org/10.11648/j.ijecs.20170203.13

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ACS Style

T. Gewa Thuraisingam; Santhi Gopal; Nisha Sasidharan; Zahra Naimie; Adelina Asmawi. Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons. Int. J. Educ. Cult. Soc. 2017, 2(3), 94-100. doi: 10.11648/j.ijecs.20170203.13

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AMA Style

T. Gewa Thuraisingam, Santhi Gopal, Nisha Sasidharan, Zahra Naimie, Adelina Asmawi. Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons. Int J Educ Cult Soc. 2017;2(3):94-100. doi: 10.11648/j.ijecs.20170203.13

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@article{10.11648/j.ijecs.20170203.13,
  author = {T. Gewa Thuraisingam and Santhi Gopal and Nisha Sasidharan and Zahra Naimie and Adelina Asmawi},
  title = {Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons},
  journal = {International Journal of Education, Culture and Society},
  volume = {2},
  number = {3},
  pages = {94-100},
  doi = {10.11648/j.ijecs.20170203.13},
  url = {https://doi.org/10.11648/j.ijecs.20170203.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20170203.13},
  abstract = {This paper presents the implementation of pre-reading strategies to facilitate reading skills and increase interest in reading lessons among struggling ESL primary school pupils using the Fuzzy Delphi Method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP) which is a multiple-attribute decision process that is normally made by a review committee with experts from academia. It also aims at providing a systematic approach to selecting appropriate pre-reading strategies to improve pupils’ interest and comprehension in English reading lessons. In this study, six English Language teachers from Kuala Lumpur participated as experts to answer a questionnaire in the Fuzzy Delphi method to determine pre-reading strategies that facilitate reading among struggling Year Four pupils. A total of 250 Year Four pupils participated in a comprehension pretest from which thirty-five struggling Year Four pupils were selected. Through the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP), three key pre-reading strategies were selected and sequenced according to their degree of importance as selected by the experts. The percentage of consensus achieved was 85% and the fuzzy hierarchy for pre-reading strategies was determined and ranked according to its importance namely activating prior knowledge, teaching explicit vocabulary, and conducting role-play. These strategies were implemented by the expert teachers during two English reading Research Cycles after which a post-test was administered. The post-test and checklists of observation on expert teachers indicated that the chosen pre-reading strategies had a significant effect in increasing pupils’ interest and comprehension in reading.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons
AU  - T. Gewa Thuraisingam
AU  - Santhi Gopal
AU  - Nisha Sasidharan
AU  - Zahra Naimie
AU  - Adelina Asmawi
Y1  - 2017/05/09
PY  - 2017
N1  - https://doi.org/10.11648/j.ijecs.20170203.13
DO  - 10.11648/j.ijecs.20170203.13
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 94
EP  - 100
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20170203.13
AB  - This paper presents the implementation of pre-reading strategies to facilitate reading skills and increase interest in reading lessons among struggling ESL primary school pupils using the Fuzzy Delphi Method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP) which is a multiple-attribute decision process that is normally made by a review committee with experts from academia. It also aims at providing a systematic approach to selecting appropriate pre-reading strategies to improve pupils’ interest and comprehension in English reading lessons. In this study, six English Language teachers from Kuala Lumpur participated as experts to answer a questionnaire in the Fuzzy Delphi method to determine pre-reading strategies that facilitate reading among struggling Year Four pupils. A total of 250 Year Four pupils participated in a comprehension pretest from which thirty-five struggling Year Four pupils were selected. Through the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP), three key pre-reading strategies were selected and sequenced according to their degree of importance as selected by the experts. The percentage of consensus achieved was 85% and the fuzzy hierarchy for pre-reading strategies was determined and ranked according to its importance namely activating prior knowledge, teaching explicit vocabulary, and conducting role-play. These strategies were implemented by the expert teachers during two English reading Research Cycles after which a post-test was administered. The post-test and checklists of observation on expert teachers indicated that the chosen pre-reading strategies had a significant effect in increasing pupils’ interest and comprehension in reading.
VL  - 2
IS  - 3
ER  -

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