Implementation Program to Increase Reading Skills of Elementary School Students

by Dirk Cornelis Lourens Educational Research for Practitioners

2 Abstract The need or problem that has to be addressed in this concept paper is that a Grade 6 class in an Elementary school in suburban Taipei is reading below their grade level. The students in Grade 6 are reading on a Cambridge Young Learners English (YLE) test level of Movers. The level prescribed for their age and grade level is the Cambridge YLE level of Flyers. The subjects are students at Elementary School level Grade 6. Their ages range from 10 to 12 year olds. The group will consist of 13 students. There are 10 male students and 3 female students. All students are of Asian ethnicity. There are no special needs students, nor any gifted students. The project goals are to create a reading program to motivate the Grade 6 students to read by themselves and to become active in the learning process. Another goal is to improve the students skills in reading at their grade level. The objectives include students gaining access to books of their choice, reading books from different cultures, reading at their grade level, and progressing in reading sub skills. The methods to be used will include computer technology and electronic books (e-books), a prepared list of culturally diverse texts, pair work during activities, improving reading subskills, and motivating students to read by themselves. The methods will include activities for every objective.

3 Purpose Setting The setting for the purpose section of the concept paper is a small private school that caters to students from Kindergarten level through Elementary level. The writer of this draft purpose is a teacher at this school. The school is part of a franchise that provides after hour teaching and learning on the same level as public Elementary Schools. There are branches throughout the country, and subjects are taught in an English as a Foreign Language, or English as a Second Language, classroom setting. The subjects are Grammar, Spelling, Math, Science, Reading, Writing, Social Studies, Phonetics, and Vocabulary. The school building consists of two separate sections for Kindergarten and Elementary students. It has one main office, a reception area, two large indoor recreational areas, and 12 classrooms. It has a lending library section for reading, albeit a small one with limited resources. There are no computer labs or computers that can be accessed by students. The Elementary section consists of six classes for different levels of students. It caters to students from Grade 1 to Grade 6. The average class size is 16 students. The school has a principal, called the Director, as well as a Teaching Director who coordinates, manages and monitors all the aspects of teaching and learning. Students do not change classrooms for different subjects. One teacher is assigned to a specific grade level and teaches all the subjects. Teachers do not change classes during the day, and stay with their designated classes for the academic year. Target Group The target group refers to the group of students that will be targeted in this concept paper. The target group consists of students from middle income families. This is evident from the high

4 school fees that parents must pay to give their children the opportunity to study there. All students are of Asian ethnicity. There are no special needs students, nor any gifted students. The target group will be students at Elementary School level Grade 6. Their ages range from 10 to 12 year olds. The group will consist of 13 students. There are 10 male students and 3 female students. Discrepancy Statement The students in Grade 6 are reading on a Cambridge Young Learners English test level of Movers. They should be reading at the Cambridge YLE level of Flyers. Information on these tests can be found at http://www.cambridgeesol.org/exams/young-learners/yle.html. The data is obtained from school records of formal achievement tests administered each semester, as well as practice tests and ongoing assessment administered informally by the school. The Need As stated in the discrepancy statement, the students in Grade 6 are reading on a Cambridge Young Learners English test level of Movers. They should be reading at the Cambridge YLE level of Flyers. Information on these tests can be found at http://www.cambridgeesol.org/exams/young-learners/yle.html. Therefore, there is a need to address this problem through the implementation of a program to develop and increase the reading skills of the students. The problem may have been caused by several factors, as pointed out below in the needs assessment results. Teacher qualifications, lack of motivation a substandard reading library, and a lack of comprehensive reading skills may have been the cause. Before the needs assessments, nothing has been done to remediate the problem. Data to Substantiate the Need Two needs assessment instruments have been created. They are in the form of surveys,

5 and were administered to students and teachers. The needs assessment instruments are included in Appendix A of this concept paper. The participants consisted of two groups. The first group was made up of 13 students, which included three females and 10 males. Only 10 of the participants replied, of which three were female. The students are all in Grade 6. The second group consisted of teachers, which included one female and four male participants. Since the school is on summer break for a month, the number of participants is low, and all of them did not reply. Two of them are Grade 6 teachers, while the remainder includes two Grade 7 teachers and one Grade 5 teacher. All of them teach reading to their particular grade levels, as well as other subjects. When the writer first looked at the summary of the students results, it appeared that most of them were happy with reading class in general. After closer inspection and analysis, a different conclusion was drawn. When asked what they thought of reading class in general, the majority answered that it is very good. The scale ranges from Not good to Very good, and 9 out of 10 students chose Very good. Students perception of reading class
10 8 6 4 2 0 Not good Good Very Good

The results of the second question, what students thought of their reading books, showed

6 that only half of the students were satisfied with the reading books. This is an indication that motivation and a change of texts would need to be included in the goals and objectives. Students perception of reading books

Question 2
Not good Good Very good

The goal of motivating students to read more, and to start reading by themselves at home, is an important one. The use of technology might be a good starting point in developing good reading habits and facilitating intrinsically motivated students. Therefore the results of the third statement in the survey were unexpected. Asked whether they would like to read different texts on computers, most students responded that it is a good idea. Question 8 asked what students thought about reading books at home. Seventy percent responded that it was a Very good idea, and 30% thought that it was a good idea. This might be an indication that they are already intrinsically motivated, to some extent, to read by themselves. Students reaction to using technology

Statement 3
Not good Good Very good

7 This indicates that they are probably unaware of the huge selection of electronic books (e-books) that are available on the internet. Students will need to be introduced, educated and guided in the technology available, and they should be given the opportunity to choose texts by themselves. Teachers should monitor and scan a list of possible texts for any improprieties.

Students opinion about the schools library

Statement 4
Not good Good Very good

The results above indicate that half of the students thought that the library is Good, and that half thought it is Very good. It is evident that they are satisfied with the texts available to them and that they find it interesting to read. The problem therefore points to the methods of instruction, the teachers, the techniques and materials used in activities, or the testing and reward system. Statement 5s response was the same as the above. Half of the students thought that reading culturally diverse texts is Good, and half thought it is Very good. This indicates that 50% of the students who chose Good in statements 4 and 5 above might want more diverse texts than are currently available to them. The students responses to longer reading classes were less favorable. Seventy percent indicated that this was a Good suggestion, whereas only 30% chose Very good. It is of particular interest that none of the participants chose Not good. This indicates a willingness to participate in longer classes if the texts are more diverse and interesting. Personalization of texts

8 that are available might encourage students to be more receptive to such a change. Students are more likely to be motivated to read if the texts are about subjects that they like. Students responses regarding reading tests

Question 7
5 4 3 2 1 0 Not good Good Very good

This was also an unexpected result of the survey. Three students indicated that they thought the reading tests were Not good, whereas 4 students chose Good and 3 chose Very good. A higher percentage was expected for the choice of Not good. This indicates that testing is an issue, and that the internal school assessment tests will need to be reviewed and changed. Writing a Book Report and being rewarded for it

6 5 4 3 2 1 0 Not good Good Very good Bookreport Rewards

One student indicated that writing a book report, after reading it, is a very good idea, while three thought it is Good, and six felt that it is Not good. It shows that the majority currently thinks of book reports as tedious and unnecessary, and do not understand the reason

9 behind it. When a book report is coupled with a reward system, the students attitudes change dramatically. Eighty percent of the students thought that this would be Very good, while 20% chose Good. The students would be willing to write a book report if they are rewarded for it. Rewards must be constructive and add to the learning experience. It must be sensible, and not frivolous. Giving candy or stickers to Grade 6 students would create no lasting impression, and would most definitely not be a goal. Field trips to bookstores, the library, or a movie theater would be more effective as a reward. Books and vouchers to bookstores would be effective as well. The teachers had to circle a number from 1 to 5. Number one indicated Strongly agree, and number five indicated Strongly disagree. When asked if the Ministry of Education should set certain standards for teachers at elementary level after-school programs, the results looked like this:

Teacher Standards
4 3 2 1 0 Strongly Agree agree Neutral Disagree Strongly disagree

Series 1

Sixty percent of teachers that this would be very beneficial and 40% indicated that it would not be necessary. This might be due to the fact that some teachers are already qualified and has teaching degrees, while others do not. The second statement in the survey was then analyzed and compared with the above results.

10

Teacher Skills
6 4 2 0 Strongly Agree Neutral Disagree Strongly agree disagree Series 1

Eighty percent of the teachers felt that they do possess of the necessary skills and training to teach reading at their grade levels. Teacher qualifications and training are not perceived by them as a problem, but a closer look at the third statement in the survey indicates a shortcoming.

Ongoing Training
Strongly agree Agree Neutral Disagree Strongly disagree

The teachers indicated that they are qualified, but that ongoing training is not provided. This indicates that teachers need to update their skills and techniques, and receive training and support from the head office personnel. This will ensure that they will be able to apply changes, in the curriculum and program, in their respective classrooms. Statement number sevens results support this idea of ongoing training. Teachers should have easy access to the curriculum and accompanying syllabus.

11

Access to Curriculum
Strongly agree Agree Neutral Disagree Strongly disagree

Statements four, five, and six (below) of the survey all pertain to the library and the books available therein. Forty percent of teachers strongly disagrees that the library has a sufficient amount of books, while 60% disagrees. This indicates that the library will need to be expanded and updated, keeping in mind the monetary constraints. Electronic books are available for free on the internet, and would therefore be an inexpensive way to expand the library. Statements about library, grading, and diversity

Strongly disagree Disagree Neutral Agree Strongly agree 0 1 2 3 Diverse books Graded books Sufficient books

Teachers also indicated that the books are not properly graded according to the students levels of proficiency. That is evident from the above chart. Sixty percent chose Disagree, while 40% remained neutral. The same results were seen when asking about the cultural diversity of the books. Statements seven, eight, and nine (below) all pertain to the reading classes and materials available therein. The chart indicates that the teachers feel that there is a lot of room for

12 improvement. Of particular interest is that 100% indicated that the use of technology is needed in order to motivate students and to get them to read more. Statements about time, resources, and technology
5 4 3 2 1 0

Time Resources Technology

Testing System
Strongly agree Agree Neutral Disagree Strongly disagree

Sixty percent of the respondents felt that the internal school testing system needs to be replaced, while 20% felt that it needs to be adjusted and changed. This does not affect the Cambridge YLE tests, but the additional tests designed by the school will be affected. Statements 13, 14, and 15 are very specific, and measure the perceptions of the teachers regarding the students motivation. Statements about motivation, readers theater, and rewards

13

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0

Intrinsic motivation Reader's theater Rewards

As can be seen from the above chart, 100% of the teachers strongly agree that a reward system is needed. The students also indicated this in the students survey. As for the idea of incorporating role play and readers theater into the reading classes, some teachers wrote suggestions in the comments section of the survey. If the time for reading classes is extended, then it might be a good idea, but it should not take away any of the already insufficient time allocated. Also, teachers vary in their perceptions of the motivation of their students. Weekly meetings and discussions could help teachers to better understand the problem, as well as train them how to get better results and to be better motivators. The surveys have pointed out very clearly what needs to be done to address the problem. The surveys have also cleared up some misunderstandings and incorrect assumptions that were made before they were administered. Half of the students feel that the books are interesting, and are motivated to a certain degree to read them, but the library needs to be expanded and updated. This will ensure that the other students who do not feel motivated will also start to read more. Teacher training will be a priority, and reward system will be put in place. Allocated class time will need to be extended, and resources updated. The testing system must be updated, and the library books graded according to each grade level. Easy access to the curriculum and

14 accompanying syllabus will be a priority. Literature Review As stated in the discrepancy statement, the writers students are in an Elementary level school in Taipei, Taiwan. They are Grade 6 students and are reading at the YLE level of Movers, but they should be reading at the YLE level of Flyers. Therefore, there is a need to address this problem through the implementation of a program to develop and increase the reading skills of the students. The students will need to be taught general reading skills. Specifically, a program of extensive reading will need to be implemented to help them to advance and to be able to read on the suggested level of proficiency. A literature review is the first step in determining if this would solve the problem as mentioned in the Purpose Section. In reading classes, students are unmotivated in finishing the required material and in completing assignments afterwards. According to Cluck and Hess (2003) intrinsic motivation is important and facilitating this in students must be a priority in any curriculum. It entails the specific inclusion of students in the choice of materials or books that they will use or read, as well as changing the classroom environment, and less use of rewards. Less use of rewards does not mean any use at all. Putman (2005) also did research into ways of motivating learners to read more and to become intrinsically motivated in doing so. The author tested 68 fourth grade students from an Elementary school in the United States of America. They were asked to read texts from an Accelerated Reading (AR) program, using computer technology. The author found that students were indeed motivated to read more, and that their self-esteem also improved as a result of their progress in reading. A secondary source that provides invaluable information regarding Second Language (L2)

15 reading and its fundamentals is a report by Pang and Kamil (2005). Motivation and development of reading skills are also discussed. This encouragement and development of motivation was also the topic of a research project done in the United States of America, although different methods were used. Navarro (2010) noted that there was a lack of discussion and motivation during guided reading classes, as well as a lack of participation in answering reading questions. The subsequent results of the research indicated that learners could be motivated to read and speak more freely about what they have read by the use of anticipation guides (Navarro, 2010). The author explains that anticipation guides have been extensively researched and is a way of gathering personal knowledge about students in order to use it to motivate them and to encourage them to participate more. Cluck and Hess (2003) further states that as part of students inclusion in the learning process, they should also be allowed to work in groups, and monitoring by the teacher should be lessened. For the writer, this means that motivation is a very important part of encouraging students to read, and that students must be included in the decisions made about materials and activities. Teachers should also make a point of getting to know their students, in what is generally known as personalization of the learning process. From the above three research articles and secondary source, the next question arose, namely which methods and techniques could best be implemented to encourage motivation? Saleh and Gitsaki (2010) explored different approaches in an attempt to answer the above question, as well as others, although the subject was second language learners online reading abilities and skills. Where Cluck and Hess (2003) and Navarro (2010) studied reading classes in the traditional sense, namely where students read physical books printed on paper, Saleh and Gitsaki (2010) used what is generally known as online electronic books (e-books) that could be

16 read on, or downloaded from, the internet. To the writer, this seems like a novel way of encouraging students to read more, especially in a country that is technologically very advanced, and where internet connections are available everywhere and is inexpensive. Further review indicated that reading books online could be beneficial in motivating students to read, but that there are also disadvantages such as the possibility of cognitive overload. The latter occurs when there are too many extra activities on the reading pages, such as links, videos, audio files and pictures (Saleh & Gitsaki, 2010). The authors came to the conclusion that, despite the possible disadvantages, reading skills and abilities could be enhanced by using technology, and that activities and reading should be kept simple, without too much information that could overload the senses (Saleh & Gitsaki, 2010). The whole activity should therefore only include the text and accompanying activities. These general outcomes, as suggested by the above authors, lead the writer to search for more specific examples of research pertaining to the problem in the writers classroom. What programs could be implemented in the English as a Foreign Language (EFL) setting for students of Asian ethnicity? In Japan, Iwahori (2008) did research on reading in EFL class settings, and more specifically about extensive reading in EFL classes, reading fluency, and how reading rates could be improved. The author further explained that extensive reading includes reading a lot of text, while stressing the importance of meaning of the text, and that the main aims are that of pleasure or enjoyment, as well as of being informative (Iwahori, 2008). The stress put on enjoyment and pleasure, while reading, added to the ideas of using technology like online e-books, as was stated in the above research articles. Iwahoris study found that an extensive reading program using graded readers could improve readers reading

17 fluency and reading rates, but that other areas such as grammar and vocabulary did not show improvement, and was listed as a limitation to the research study (Iwahori, 2008). Other sources that would be helpful with regards to extensive reading are websites about the extensive reading foundation. It provides links and information, as well as resources, handouts and programs (Extensive Reading, 2011). To find further information regarding the specific limitation mentioned by Iwahori (2008), the writer reviewed the much cited research of Sheu (2003), who did research on the question whether an extensive reading program would be beneficial in helping learners to advance in grammar, vocabulary and comprehension. The findings refute those of Iwahori (2008), although it was done earlier, in 2003, and different methods were used. The conclusion showed that students should be allowed to choose their own books (Sheu, 2003), a view that is shared by Cluck and Hess (2003). Sheu (2003) also found that an extensive EFL reading program in Taiwanese schools could indeed be beneficial and that it could improve the students grammar, vocabulary, and comprehension skills. Other sources about teaching English in Taiwan, considered not to be primary sources, would be a series of collected works. They are a compilation of abstracts, reviews, conversations, articles, and references (English teaching and Learning, 2003). The writer then proceeded to review research in order to find out if vocabulary and grammar should play such a pivotal role along with an extensive EFL reading program. Chou (2011) did research in the south of Taiwan, specifically about the importance of vocabulary in advancement of reading comprehension skills of EFL students. The study concludes that vocabulary indeed plays a very important role in reading in general and reading comprehension in particular (Chou, 2011).

18 The research projects reviewed so far indicates that the use of technology, as well as an extensive reading program and inclusion of grammar and vocabulary instruction could be beneficial for an EFL reading program in Taiwan. Research done by Lan, Sung, and Chang (2007) in an Elementary school in Taipei, Taiwan, showed that peer interaction and group efforts in activities and reading would improve students performance, a view that is shared by Cluck and Hess (2003). It was further found that use of computer technology in EFL reading classes would help readers to advance in different areas of reading (Lan, Sung, & Chang, 2007). Other sources that would be helpful in this area is a website that details mobile assisted language learning, as well as its history, with links and references (Mobile Assisted Language Learning, 2011). Finally, keeping the specific problem of the writers Grade 6 class in mind, research by Lin (2010) was reviewed, in which the author researched whether the use of e-books would help motivate readers in an extensive EFL reading program. It was concluded that students enjoyed the oral reading of e-books with animations, and that they gained confidence while doing so, and that they were even intrinsically motivated to read at home (Lin, 2010). Other sources that are extremely helpful are those related to free downloads of e-books, CDs, DVDs, and other material related to e-books (Project Gutenberg, 2011). This site has a collection of over 36 000 e-books available for free, with links to other websites that makes up a total of over 6 million books. These e-books can be downloaded to any computer, tablet, or mobile device. After reviewing the literature, the writers conclusion is that an extensive reading program should be implemented, using technology to enhance the learning experience, as well as to motivate the learners in question. Learners should have some input as to the books that they

19 read, and this in turn will facilitate intrinsic motivation. Grammar and vocabulary should be taught explicitly. Methods The discrepancy statement from the Purpose section sets out clearly what the problem is, and what needs to be addressed. It states that the target students in Grade 6 are reading on a Cambridge Young Learners English (YLE) test level of Movers. They should be reading at the Cambridge YLE test level of Flyers. There is a need to address this problem through the implementation of a program to develop and increase the reading skills of the students. After reviewing the literature in the Literature Review section, the writer has selected the following solution strategies: implementing an extensive reading program, incorporating the use of computer technology and electronic books (e-books), giving students the opportunity to choose their own books from a prepared list of culturally diverse texts, providing opportunities for pair work during activities, improving reading sub-skills, and motivating students to read by themselves. The basis for selecting these solution strategies is the research done and discussed in the Literature Review section. These strategies are different from the previous reading programs strategies, because the latter did not provide the required outcomes. The goals and objectives of this program are clear. The first goal is to create a reading program to motivate the Grade 6 target group to read by themselves. This includes providing opportunities for them to become involved in the learning process. The first objective for this goal is to enable all 13 students to gain access to books of their choice, and that they should demonstrate an increased interest and participation in reading class after 12 weeks. This objective will be measured through the use of surveys, observation, and

20 checklists of texts read. The second objective for this goal is to improve the target groups skills in choosing and reading different texts from different cultures. All 13 students in Grade 6 should, after 12 weeks, have improved abilities to be able to use the available technology independently, and this will be measured through the use of computerized e-book searches in a limited amount of time, as well as oral interviews, note taking by the teacher, and feedback from the target group. The second goal is to provide the target group with the necessary skills to read at their grade level. The third objective is to enable all 13 of the target students, or alternatively 10 of the 13 students, to read at the YLE test level of Flyers after 12 weeks. The objective is measurable by means of the Cambridge YLE tests, as well as internal school tests. The fourth objective is to increase the target groups reading sub skills, and to enable all 13 target students to use these sub skills to read at the YLE test level of Flyers after 12 weeks. The Cambridge YLE tests will be used to measure whether the objective was achieved, as well as cloze tests and reading comprehension tests. Table of Activities

Weeks (W) and Objectives (Obj.) Prior to Implementat ion:

Teacher Activities

Materials

Strategies and Evaluation

Student Activities

-Create the list of books and authentic material for students to choose from -Design the pre-test -Make 14 copies of the pretest -Test the reading websites and relevant

-Printing paper -Computer -Internet connection -The software of YLE tests

21 software -Make posters for reading charts with names and books -take notes of student observations -File notes -Monitor and assist students with technology -Make a poster titled Discussion Friday

W 1 and 2: Obj. #1

-posters -markers -computer -internet connection -authentic material brochures from libraries

W 3 and 4: Obj. #1and 2

-Administer comprehension test -Take notes on Discussion Friday -Grade book reports -Grade tests -Monitor pair work -Check reading charts

-copies of tests -book report templates - culturally diverse authentic material

W 5 and 6: Obj. # 1, 2, and 3

-Create a poster list of reading sub skills -Take notes on Discussion Friday -Administer tests -Grade tests -Grade book reports -Monitor pair work and assist -Check reading charts

-copies of tests -book report templates -authentic materials

W 7 and 8: Obj. # 3

-Administer tests and the quiz -Monitor pair work -Grading

-tests -quiz -poster paper -markers

-Administering of the pretest -Administering of library questionnaires Administering of e-books questionnaires -Strategy of extensive reading -Strategy of incorporating technology -Discussion Friday oral feedback and evaluation -Reading comprehension test -Book reports -Strategies of pair work, choosing of own books, extensive reading and motivation -Discussion Friday oral feedback and evaluation -Multiple choice and cloze tests -Book reports -Pair work -Strategies of reading sub skills, extensive reading, and motivation -Vocabulary list quiz -Word search puzzles

-Write the pretest -Learn about the local library system -Discover and try out e-books -Search for e-books online -Choose book titles from list -Discuss books already read every Friday

-Work in pairs and discuss books -Complete reading comprehension test -Write book reports -Choose more ebooks -Fill in reading charts -Read and discuss authentic material

-Choose new books from the list -Discuss books in pairs -Complete the tests -Read and summarize -Write book reports -Fill in reading charts

-Compile own vocabulary lists -Complete quiz, puzzles, online

22 -check vocabulary lists -Take notes on Discussion Friday -Take notes on whole class presentation -computer with printer -copies of puzzles -Online search questionnaires -Cloze test -Strategies of pair work and sub skills questionnaires, and cloze test -Choose new books -Write book reports -Discuss books in pairs -Whole class presentation

W 9 and 10: Obj. # 4

-Administer tests and the quiz -Grade tests -Monitor pair work -Take notes on Discussion Friday -Check reading charts -Grade book reports

-copies of tests -book report templates -authentic materials

W11 and 12: -Administering of Obj. # 3 and post-test week 12 4 -Monitor and assist in class project -Check reading charts -Grade book reports

-markers -computer and printer -PowerPoint software -whiteboard

-Cloze test -Reading comprehension test -Book reports -Oral feedback and evaluation -Strategies of reading sub skills, extensive reading and pair work -Oral feedback and evaluation -Book reports -Strategies of reading sub skills, extensive reading, group and pair work, and motivation

-Discussion Friday -Choose new books from the list -Discuss books in pairs -Complete the tests -Read and summarize -Write book reports -Fill in reading charts -Class project: posters or visuals about e-books -Whole class presentation -Book reports -Fill in reading charts

After Implementat ion:

-Grade the post-tests -Compare the results with those of the pretest -Analyze the results -Design graphs and charts for visual presentation -Design a plan for future action

-computer -PowerPoint software

In weeks 1 to 12, Discussion Fridays refer to the informal discussions to be held in class. Students will report orally on the texts that they have read. They will be encouraged to

23 discuss positive and negative points, to recommend books to friends, and to say why they liked to read, or why not. The teacher will take notes for informal assessment and evaluation. Reading charts will show the students names, the titles of the texts, and the dates. Book reports will be written on a standardized form or template, consisting of paragraph headings such as title, author, characters, plot, points of interest, and positive or negative aspects. Authentic material will include brochures, menus, maps, newspapers, travel brochures, and catalogs. Whole class presentation refers to the presentation of summaries by individual students, or pairs, in front of the class. Questions and discussions are encouraged, and students may give suggestions to others. The class project involves all the students and is a summary of the positive and negative points regarding e-books and the use of technology in reading. It enables students to give feedback and to be involved in the learning process. Evaluation Plan The evaluation plan includes and addresses the objectives of the program. There are four objectives which, in turn, address the two main goals. The first objective will enable students to gain access to books of their choice. Methods of evaluation and measurement of progress will include surveys, observation, and checklists of texts read. Surveys will be done orally in class, as well as observation and note taking by the teacher. The checklist will be a poster prominently displayed in the classroom. The second objective is to increase the target groups abilities in using a computer to choose culturally diverse texts. Methods of evaluation will be practical, in-class searches for online books, as well as oral interviews, note-taking, and feedback sessions. The third objective is to provide them with the necessary skills to read at their grade level, and this will be measured by means of the Cambridge YLE tests, as well as weekly book reports and school tests.

24 The fourth objective is to increase their reading sub-skills. The Cambridge YLE tests will be used to measure their progress, as well as cloze tests and reading comprehension tests. These school tests will be administered on an ongoing weekly basis; not just at the beginning and end of the program. Examples of these school tests are included in Appendix B of this paper. There will be numerous tests, based on the books that the students have read. Therefore only an example layout will be given. The Cambridge YLE tests cannot be included in Appendix B of this paper, due to copyright issues. The YLE tests will be used as a pre-test, post-test, and a mid-point evaluation test. These tests consist of listening, reading and writing, and speaking sections. The reading and writing section provides a variety of texts, which students need to read first. They then proceed to answer comprehension questions about the texts. Questions include multiple choice, cloze test, true or false, gap fill, and sentence completion exercises. The teacher who instructs the Grade 6 students will perform the evaluation of the objectives and their outcomes. The teacher is also the writer of this concept paper, and was selected by the schools Teaching Director. The results of the collected data will be analyzed and given to the Teaching Director and Principal. The report will include the goals and objectives that were reached, as well as those that werent. For the latter, a description of future goals and objectives will be included. The writer will use the collected data and compare it with the results of previous years, and plan for the future by deciding which activities should be expanded or replaced. Data will be collected via the methods set out above, and also by means of daily notetaking and observation by the teacher. These notes will be compiled in a folder containing the names and details of the individual students. The mid-point evaluation of the students progress

25 will be done by means of older versions of the YLE tests that are available on the Cambridge YLE website. The data collected will also be analyzed by comparing it to the level descriptors set out for the Movers and Flyers levels of the YLE tests. Evaluating the implementation process itself is also important. A combination of the YLE and school tests will determine the effectiveness of the activities set out in the matrix, as well as the effectiveness of the implementation process. Conclusion It is therefore clear to the writer that the students reading skills, motivation, and participation could be increased by means of the above program. The potential benefits of such a program far outweighs the few points of criticism, as stated in the literature review. The needs assessment results showed that such a program is necessary. A clear set of goals and objectives, as well as guidelines for evaluation and assessment, will ensure that the activities could be undertaken and completed by teachers and students. Any shortcomings will show in the data collected, and will be used in future program extensions.

26 References Cambridge ESOL. (2011). Young learners English tests. Retrieved July 08, 2011, from http://www.cambridgeesol.org/exams/young-learners/yle.html Chou, T.M. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108-115. Retrieved from http://e-flt.nus.edu.sg/v8n12011/chou.pdf Cluck, M., & Hess, D. (2003). Improving student motivation through the use of the multiple intelligences. (Masters thesis, Saint Xavier University). Retrieved from ERIC database. (ED479864) English Teaching and Learning. (2003). Collected works about English teaching in Taiwan. Retrieved from ERIC database. (ED480563) Extensive Reading. (2011). Extensive reading foundation. Retrieved July 15, 2011, from http://extensivereading.net/ Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70-91. Retrieved from ERIC database. (EJ791535) Lan, Y.J., Sung, Y.T., & Chang, K.E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11(3), 130-151. Retrieved from ERIC database. (EJ805453) Lin, C.C. (2010). E-book flood for changing EFL learners reading attitudes. U.S.-China Education Review, 7(11), 36-43. Retrieved from ERIC database. (ED514805) Mobile Assisted Language Learning. (2011). Approaches to language learning. Retrieved July 15, 2011, from http://en.wikipedia.org/wiki/Mobile_Assisted_Language_Learning Navarro, A. (2010). Promoting discussions in ESL students. (Research project). Retrieved from ERIC database. (ED512733) Pang, S.E., & Kamil, M.L. (2004). Second-Language Issues in Early Literacy and Instruction. (Report). Retrieved from ERIC database. (ED484731) Project Gutenberg. (2011). eBooks by Project Gutenberg. Retrieved July 20, 2011, from http://www.gutenberg.org Putman, S.M. (2005). Computer-based reading technology in the classroom: The affective influence of performance contingent point accumulation on 4th Grade Students. Reading Research and Instruction, 45(1), 19-38. Retrieved from Wilson Web database. (WN 0528800994005)

27 Saleh, A.S., & Gitsaki, C. (2010). Online reading: A preliminary study of the impact of integrated and split-attention formats on L2 students cognitive load. ReCALL Journal of the European Association for Computer Assisted Language Learning, 22(3), 356-375. doi:10.1017/S0958344010000212 Sheu, P. H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter, 36(2), 8-26. Retrieved from https://ojs.lib.byu.edu/spc/index.php/TESL/article/view/3834/3580

28 Appendix A Needs Assessment Instrument for Teachers Implementation of a Program to Develop and Increase the Reading Skills of Elementary School Students: Needs Assessment Instructions Please fill in the following statements and return it to the school by putting it in the Suggestions Box at the main entrance of the school. Please do not write your name or any information that might reveal your identity. The questionnaire will be completely anonymous and the results will only be used for the analysis of this survey. Please answer as honestly and candidly as you can and return it within one week of receiving it. The reason for this survey is to determine if a reading program should be implemented to help students advance to their perceived level of reading. It is also done to determine what is needed in such a program. There are 5 possible options. Please circle one number from 1 to 5. Number 1 indicates strong agreement and number 5 indicates strong disagreement. Thank you for your time. 1. The Ministry of Education should set certain standards for teachers at Elementary level after- school programs. 1 2 3 4 5

2. You feel that you have the necessary skills and training to teach Reading at this grade level. 1 2 3 4 5

3. The head-office and its curriculum and training staff give support and training to teachers from branch schools.

29 1 2 3 4 5

4. Your school has reading library that has a sufficient amount of books for children. 1 2 3 4 5

5. The books in the library are properly graded to fit the students different levels. 1 2 3 4 5

6. Books that are available to students are culturally diverse and consist of different texts and genres, such as novels, comic books, magazines, and short stories. 1 2 3 4 5

7. The reading curriculum and accompanying syllabus is easily accessible to you, and contains clear and comprehensible instructions. 1 2 3 4 5

8. The time allocated for Reading classes each week is sufficient, and allows for review and book report writing. 1 2 3 4 5

9. Resources and materials that enhance the reading experience, other than the books themselves, are available. 1 2 3 4 5

10. The students and you have access to technological and computer- based resources. 1 2 3 4 5

11. The testing and assessment system for your class is relevant and effective 1 2 3 4 5

12. You use different methods or techniques to teach reading classes. 1 2 3 4 5

30 13. The students are motivated to read by themselves, in class and at home. 1 2 3 4 5

14. Role play, Readers Theater, or class performances should be added to the curriculum. 1 2 3 4 5

15. A reward system should be put in place to encourage and motivate students to read more. 1 2 3 4 5

Any other suggestions or comments would be welcome.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The needs assessment instrument for students will follow on the next page.

31 Needs Assessment Instrument for Students Why: We want your help in filling out this form, because it will help teachers to make classes more interesting and to understand more clearly what you want and need from Reading class. Do not write your name on the paper. We do not want to know who filled out the forms. The forms will only be used to help your teachers make classes better and more fun for you. What: Please circle Very good, Good, or Not good. You can only circle one. When: Please put it in the Suggestion Box at the main entrance to the school within one week. 1. What do you think of your reading class? Very good Good Not good

2. What do you think of your reading books? Very good Good Not good

3. You can use a computer to read different books in school. That is Very good 4. The library in you school is Very good Good Not good Good Not good

5. You can read English books from many different countries. That is Very good Good Not good

6. The teacher will spend more time on reading than before. That will be Very good Good Not good

7. What do you think about your reading tests? Very good Good Not good

8. What do you think about reading library books at home? Very good Good Not good

32 9. Your teacher asks you to write about a book after you are done reading it. That is Very good Good Not good

10. Your teacher will give you rewards after you finish a book and write about it. That is Very good Please share your ideas for reading class. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Good Not good

33 Appendix B Book Report template Title: ____________________________________________________________ Author: __________________________________________________________ Setting: __________________________________________________________ __________________________________________________________ __________________________________________________________ Main Characters: __________________________________________________ ___________________________________________________ ___________________________________________________ Summary: ________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Did you like this book? Why or why not? ______(more lines to follow)________________________________________________________________________

34 Reading Comprehension Test Example Instructions: Please read the following text and answer the questions. Choose the best possible answer. Text: [to be typed after the students have chosen and read their respective books] Questions: 1. Multiple choice questions with up to four choices per question 2. True or false questions 3. Cloze test questions with some target vocabulary or grammatical structures omitted. 4. Unscramble the sentences 5. Match the phrases Discuss own opinions regarding the plot or characters.

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