Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research

Shared reading is an excellent strategy to enhance reading literacy in both first and second language learning context but has not been effectively utilised by teachers in Malaysian primary ESL classrooms. This collaborative action research aimed to support two English teachers’ implementation of...

Full description

Saved in:

Bibliographic Details
Main Author:	Satirah, Ahmad
Format:	Thesis
Language:	eng eng
Published:	2017
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/6802/1/s92925_01.pdf https://etd.uum.edu.my/6802/2/s92925_02.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-uum-etd.6802
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Yaacob, Aizan Murad Sani, Azlina
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) Satirah, Ahmad Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research
description	Shared reading is an excellent strategy to enhance reading literacy in both first and second language learning context but has not been effectively utilised by teachers in Malaysian primary ESL classrooms. This collaborative action research aimed to support two English teachers’ implementation of shared reading through four continuous and recursive spirals. A Systematic Assessment of Book Reading (SABR) by Zucker et.al (2010) was used to examine teachers’ existing shared reading practice during the first cycle. The modified version of SABR called the Systematic Assessment of Second Language Book Reading (SABRL2) was used to guide teachers to conduct second language shared reading during the three subsequent cycles. The tool consists of seven constructs which are: 1) materials selection, 2) classroom physical arrangement, 3) language development, 4) abstract thinking, 5) elaboration, 6) selective use of the first language, and 7) session climate. Data were collected through interviews, team reflections, classroom observations, and reflective journal. Patterns were identified through a process of data familiarisation, data coding, and theme development using the computer-aided qualitative data analysis software Atlas.ti. Findings for the first cycle showed that the teachers have an inaccurate understanding of the principles of shared reading and their instructional behaviour did not promote higher order reading skills among pupils. The teachers also rarely created a warm and supportive setting for shared reading and tended to dominate the discussion during text related conversation. The first language (Malay Language) was also used excessively throughout the shared reading sessions. However, the teachers’ understanding and nature of instructional behaviour developed significantly due to guidance received using the SABRL2. This study suggests that SABRL2 can be used to help teachers increase the quality of reading literacy lessons in the ESL classroom and a collaborative action research can bring about changes in the classroom by giving teachers greater breadth and depth in understanding their own pedagogical practice.
format	Thesis
qualification_name	Ph.D.
qualification_level	Doctorate
author	Satirah, Ahmad
author_facet	Satirah, Ahmad
author_sort	Satirah, Ahmad
title	Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research
title_short	Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research
title_full	Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research
title_fullStr	Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research
title_full_unstemmed	Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research
title_sort	improving the quality of primary esl teachers' shared reading practice : a collaborative action research
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2017
url	https://etd.uum.edu.my/6802/1/s92925_01.pdf https://etd.uum.edu.my/6802/2/s92925_02.pdf
_version_	1747828117407268864
spelling	my-uum-etd.68022021-08-18T06:52:37Z Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research 2017 Satirah, Ahmad Yaacob, Aizan Murad Sani, Azlina Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences LB1025-1050.75 Teaching (Principles and practice) Shared reading is an excellent strategy to enhance reading literacy in both first and second language learning context but has not been effectively utilised by teachers in Malaysian primary ESL classrooms. This collaborative action research aimed to support two English teachers’ implementation of shared reading through four continuous and recursive spirals. A Systematic Assessment of Book Reading (SABR) by Zucker et.al (2010) was used to examine teachers’ existing shared reading practice during the first cycle. The modified version of SABR called the Systematic Assessment of Second Language Book Reading (SABRL2) was used to guide teachers to conduct second language shared reading during the three subsequent cycles. The tool consists of seven constructs which are: 1) materials selection, 2) classroom physical arrangement, 3) language development, 4) abstract thinking, 5) elaboration, 6) selective use of the first language, and 7) session climate. Data were collected through interviews, team reflections, classroom observations, and reflective journal. Patterns were identified through a process of data familiarisation, data coding, and theme development using the computer-aided qualitative data analysis software Atlas.ti. Findings for the first cycle showed that the teachers have an inaccurate understanding of the principles of shared reading and their instructional behaviour did not promote higher order reading skills among pupils. The teachers also rarely created a warm and supportive setting for shared reading and tended to dominate the discussion during text related conversation. The first language (Malay Language) was also used excessively throughout the shared reading sessions. However, the teachers’ understanding and nature of instructional behaviour developed significantly due to guidance received using the SABRL2. This study suggests that SABRL2 can be used to help teachers increase the quality of reading literacy lessons in the ESL classroom and a collaborative action research can bring about changes in the classroom by giving teachers greater breadth and depth in understanding their own pedagogical practice. 2017 Thesis https://etd.uum.edu.my/6802/ https://etd.uum.edu.my/6802/1/s92925_01.pdf text eng public https://etd.uum.edu.my/6802/2/s92925_02.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia A. Rahman, N. H. (2014). From curriculum reform to classroom practice: an evaluation of the English primary curriculum in Malaysia. (Published PhD thesis). Retrieved from White Rose eTheses Online. Abdul Ghani, A., Abu Bakar, M., Salim, S., & Mohd. Shukor, M. (2007). Implementation of the English language literature component for secondary schools: An impact study. Jurnal Penyelidikan Pendidikan, 9, 121-141. Abdullah, S. S. (2005). Constructing understnding around text: investigating EFL reading as a social context. (PhD thesis). The University of Birmingham. Abdul Rahim, F. (2007) Expanding the capacity to learn through the ECAM model of mediation: teaching and learning English and Mathematics as a second language in a Malaysian Primary School. (PhD thesis). The University of Nottingham Abu Bakar, M.,& Talif, R. (2007). Children’s literature: Practice in the primary classroom. In R. Talif & J. Mohd. Jan. (Eds), Understanding children’s literature (pp. 22-31). Petaling Jaya: Sasbadi MELTA ELT Series. Adams, M. J. (1990). Beginning to read: thinking and earning about print. Cambridge, MA: MIT Press. AD-Heisat, M. A. A., Syakirah Mohammed, K. A., Sharmella Krishnasamy., & Issa, J. H. (2009). The use of reading strategies in developing students' reading competency among primary school teachers in Malaysia. European Journal of Social Sciences, 12(2), 311-320. Ahmad, S. (2009). Teachers' reading style during shared reading: A Qualitative Case Study Jurnal IPDA. Al Otaiba, S. (2004). Weaving moral elements and research based reading practices in inclusive classrooms using shared book reading techniques. Early Child Development and Care, 174(6), 575-589. doi:10.1080/0300443042000187086 Allan, P. (2007). The benefits and impacts of a coaching and mentoring programme for teaching staff in secondary school. International Journal of Evidence Based Coaching and Mentoring, 5(2), 12-21. Retrieved from http://ijebcm.brookes.ac.uk/documents/vol05 issue2-paper-01.pdf Allen, J. (2000). Yellow brick roads: shared and guided paths to independent Reading 4–12. Portland, ME: Stenhouse Publishers. Allington, R. L. (1983). The reading instruction provided readers of differing abilities. Elementary School Journal, 83, 548-559. Allington, R. L. (2001). What really matters for struggling readers: designing research-based interventions. New York: Longmans. Allington, R. L., & Johnston, P. (2002). Reading to learn: lessons from exemplary 4th grade classrooms. New York: Guilford. Allington, R. L., & Johnston, P. H. (2001). What do we know about effective fourth grade teachers and their classrooms? In C. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 150-165). Newark, DE: International Reading Association. Alvarez, L. F. C. (2014). Selective use of the mother tongue to enhance students' English learning processes…beyond the same assumptions. PROFILE: Issues in Teachers' Professional Development, 16(1), 137-151. doi:10.15446/profile.v16n1.38661 Anderson, N. J. (2008). Practical English language teaching: reading. New York: McGraw-Hill. Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: the research building blocks for teaching children to read. Retrieved from http://www.nifl.gov/partnership forreading/publications/reading_first1.html Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243. Arya, P., Chirst, T., & Chiu M. M. (2013). Facilitation and teacher behaviors: an analysis of literacy teachers’ video-case discussions. Journal of Teacher Education 2014, 65(2), 111-127. doi:10.1177/0022487113511644 Atkinson, D. (1987). The mother tongue in the classroom: a neglected resource? ELT Journal, 41(4), 241-247. doi:10.1093/elt/41.4.241 Avison, D., Baskerville, R., & Myers, M. (1999). Controlling action research projects. Information Technology & People, 14(1), 28-45. doi:http://dx.doi.org/10.1108/09593840110384762 Awang, Z. (2003). Potential benefits of reading aloud for elementary school education. In A. Pandian, G. Chakravarthy & S. C. Lah (Eds.), English language teaching and literacy: Research and reflection(pp. 135-141). Serdang: UPM Press. Bahagian Pembangunan Kurikulum. (2010). Dokumen standard kurikulum sekolah rendah Bahasa Inggeris SK: modul teras asas: tahun satu & dua. Putrajaya: Kementerian Pendidikan Malaysia. Barrera, R. B., & Bauer, E. B. (2003). Storybook reading and young bilingual children: a review of literature. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On Reading Books to Children Parents and Teachers (pp. 253-270). New Jersey: Lawrence Elbaum Associates. Beck, I. L., & McKeown, M. G. (1986). Application of theories of reading to instruction. In N. L. Stein (Ed.), Literacy in American schools: learning to read and write (pp. 63-83). Chicago, IL: University of Chicago Press. Beck, I. L., & McKeown, M. G. (2001). Text talk: capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 10-20. Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107, 251-273. Bennett, C. K. (1993). Teacher-researchers: All dressed up and no place to go. Educational Leadership, 51(2), 69-70. Benekos, P. J. (2016). How to be a good teacher: passion, person, and pedagogy.Journal of Criminal Justice Education. 27(2), 225-237. doi:10511253.2015.1128703 Bernhardt, E. B. (1991). Reading development in a second language: theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex. Bernhardt, E. B. (2000). Second-language reading as a case study of reading scholarship in the 20th century. In M. Kamil, P. Mosenthal, P. D. Pearson, R. Barr (Eds.), Handbook of Reading Research, (Vol. 3, pp. 791-811). Hillsdale, NJ: Lawrence Erlbaum. Bernhardt, E .B. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133-150. Bielby, N. (1994). Making sense of reading: thenew phonics and its practical implications. Leamington Spa: Scholastic Publications. Birch, B. M. (2002). English L2 reading: getting to the bottom. Mahwah: Lawrence Erlbaum Associates. Block, D. (2000). Revisiting the gap between SLA researchers and language teachers. Links & Letters, (7), 129-143. Boyer, E. (1990). Scholarship reconsidered: priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Brabham, E.G., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Braunger, J., & Lewis, J. P. (2006). Building a knowledge base in reading (2nd ed.). Newark, DE: International Reading Association. Breault, R. A. (2013). She was great, but ...: Examining preservice recollections of favorite and most effective teachers. Professional Educator, 37(1), 11-24. Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21. Retrieved from http://aera.net/ uploadedFiles/Journals_and_Publications/Journals/Educational_Researcher/3003/AERA3003_Bullough .pdf Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: new strategies for guided reading teachers. Newark, DE: International Reading Association. Burns, A. (1999). Collaborative action research for English language teachers. New York: Cambridge University Press. Burns, C., & Myhill, D. (2004). Interactive or inactive? a consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49. doi:10.1080/0305764042000183115 Burns, M. S., Griffin, P., & Snow, C. E. (1999). Starting out right: a guide to promoting children’s reading success. Washington, DC: National Academy Press. Bus, A. G. (2003). Social-emotional requisites for learning to read. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children parents and teachers (pp. 3-15). New Jersey: Lawrence Elbaum Associates. Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28, 29-39. Butzkamm, W. (2011). Why make them crawl if they can walk? Teaching with mother tongue support. RELC Journal: A Journal of Language Teaching and Research, 42(2), 379-391. doi:10.1177/0033688211419830 Casanova, V. (1989). Research and practice: we can integrate them. NEA Today, 7(6), 44-49. Cazden, C. B. (1988). Classroom discourse: the language of teaching and learning. Portsmouth, NH: Heinemenn. Chakravarthy, G. (1999). Primary school children reading: observable patterns and private perceptions. In A. Pandian (Ed.), Global literacy: vision, revisions and vistas in education. Serdang: UPM Press. Chakravarthy, G. (2001). An experience of intimate reading. In M. Kalantzis & A. Pandian (Eds.), Literacy matters (pp. 217). Penang: Common Ground Publishing Pty Ltd & USM. Che Musa, N., Khoo, Y. L., & Azman, H. (2012) Exploring English language learning and teaching in Malaysia. GEMA: Online Journal of Language Studies, 12(1), 35-51. Christianakis, M. (2010). Collaborative research and teacher education. Issues in Teacher Education, 19(2), 109-124. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: experience and Story in Qualitative Research. San Francisco, CA: JosseyBass. Clandinin, J. D., & Connelly, M. (2004). Knowledge, narrative and self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 575–600). doi:10.1007/978-1-4020-6545-3_15 Clarke, V., & Braun, V. (2013) Successful qualitative research: A practical guide for beginners. London: Sage. Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackey, B. Barkman, & R. Jordan (Eds.), Reading in a second language (pp. 5-12). Rowley, MA: Newbury House. Coghlan, D., & Brannick, T. (2005). Doing action research in your own organization. London: Sage Publications Ltd. Common Core State Standards Initiative. (2012). English language arts standards – reading: foundational skills (Grade 1 – Grade 5). Washington, DC: National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423. Retrieved from http://www.est- translationstudies.org/research/2012_DGT/ documents/2001_cook.pdf Costa, A. L., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49. Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, N.J: Merrill. Creswell, J. W. (2007). Qualitative inquiry & research design: choosing among five approaches. Thousand Oaks, CA: Sage Publications. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage. Curdt-Christiansen, X. L., & Silver, R. (2013). New wine into old skins: the enactment of literacy policy in Singapore. Language and Education, 27, 246-260. Cutler, A. & Swinney, D. A. (1987). Prosody and the development of comprehension. Journal of Child Language, 14,145-167. Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., & Oranje, A. (2005). Fourth-grade students reading aloud: NAEP 2002 special study of oral reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, DC: Government Printing Office. Darling-Hammond, L. (1999). Teacher quality and student achievement: a review of state policy evidence. Seattle: Center for Teaching Policy, University of Washington. Day, J. P. (2001). How I became an exemplary teacher. In M. Pressley, R. L. Allington, R. Wharton-McDonald, C. Collins-Block & L. Morrow (Eds.), Learning to read: Lessons from exemplary first-grade classrooms. (pp. 205-218). New York: Guilford. De la Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742-759. doi: 10.1111/j.1944-9720.2009.01052.x. Denzin, N. K. (1970). The research act in sociology. Chicago: Aldine. Department for Children, Education, Lifelong Learning and Skills (DCELLS) (Wales), corp creator. (2010). Guidance on the teaching of higher-order reading skills inset opportunities for teachers of all subjects across the curriculum at key stages 2 and 3. Cardiff: National Assembly for Wales. Dewey, J. (1933) How we think. A restatement of the relation of reflective thinking to the educative process (Revised edn.). Boston, NY: D. C. Heath and Company. Dickinson, D. K., McCabe, A., & Anastasapoulos, L. (2003). A framework for examining book reading in early childhood classrooms. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children parents and teachers (pp. 95-113). New Jersey: Lawrence Elbaum Associates. Dickinson, D., & Porche, M. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82, 870-886. doi:10.1111/j.14678624.2011.01576.x Dickinson, D., & Smith, M. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122. Dickinson, D., & Tabors, P. (2001). Beginning literacy with language: young children learning at home and school. Baltimore, MD: Brookes Publishing. Dickinson, D., Golinkoff, R., & Hirsh-Pashek, K. (2010). Speaking out for language: why language is central to reading development. Educational Researcher, 39(4), 305-310. Doyle, B. G., & Bramwell, W. (2006). Promoting emergent literacy and social–emotional learning through dialogic reading. The Reading Teacher, 59, 554-564. doi:10.1598/RT.59.6.5 Duffy, G. G. (1997). Powerful models or powerful teachers? An argument for teacher-as-entrepreneur. In S. Stahl & D. Hayes (Eds.), Instructional models in reading. (pp. 351-365). Mahwah, NJ: Lawrence Erlbaum Associates. Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14(4), 481-533. Elley, W. B. (1991). Acquiring literacy in a second language: the effect of book-based programs. Language Learning, 41(3), 375-411. Ellstrom, P.-E. (2007). Knowledge creation through interactive research: A learning perspective. Retrieved from http://center.hj.se/download/18.7b2d1d971365 d15588680006296/Per-Erik+Ellstr%C3%B6m.pdf English, E., Hargreaves, L., & Hislam, J. (2002). Pedagogical dilemmas in the national literacy strategy: primary teachers' perceptions, reflections and classroom behaviour. Cambridge Journal of Education, 32(1), 9-26. Eskey, D. E. (1986). Theoretical foundations. In F. Dubin, D. E. Eskey, & W. Grabe (Eds.), Teaching-second language reading for academic purposes (pp. 93-100). Reading, MA: Addison-Wesley. Eskey, D. (1993). Reading and writing as both cognitive process and social behavior. In J. G. Carson & I. Leki (Eds.), Reading in the composition classroom: second language perspectives (pp. 221-233). Boston: Heinle & Heinle. Eskay, D. E., & Grabe, W. (2000). Interactive model to second language reading: perspective on instruction. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (223-238). Cambridge: Cambridge University Press. Evans, M., Lomax, P., & Morgan, H. (2000). Closing the circle: action research partnerships towards better learning and teaching in schools. Cambridge Journal of Education, 30(3), 405-419. doi:10.1080/03057640020004531 Ezell, H.K., & Justice, L.M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech-Language Pathology, 9(1), 36-47. Ezell, H. K., & Justice, L. M. (2005).Shared storybook reading: building young children's language and emergent literacy skills. Baltimore, MD: Brookes Publishing. Fall, R., Webb, N. M., & Chudowsky, N. (2000). Group discussion and large-scale language arts assessment: effects on students' comprehension. American Educational Research Journal, 37, 911-941. Farrell, T. S. (2012). Reflecting on reflective practice:(re) visiting Dewey and Schön. TESOL Journal, 3(1), 7-16. doi:10.1002/tesj.10 Fereday, J., & Muir-Cochrane, E. (2008). Demonstrating rigor using thematic analysis: a hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: good first teaching for all children. Portsmouth, NH: Heinemann. Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. Tesol Quarterly, 27(2), 193-216. Freire, P. (1970). Pedagogy of the oppressed (M. Bergman Ramos, Trans.). New York, NY: Seabury Press. Friese, S. (2014). Qualitative data analysis with ATLAS.ti. London: Sage. Fullan, M. G. (1991). The new meaning of educational change. New York: Teachers College Press. Fullan, M. (1993). Change forces: probing the depths of educational reform. London: The Falmer Press. Fullan, M. (2002). The change leader. Educational leadership, 59(8), 16-20. Furlong, J., & Salisbury, J. (2005). Best practice research scholarships: an evaluation. Research Papers in Education, 20(1), 45-83. doi:10.1080/0267152052000341336 Gay, L. R., & Airasian, P. (2003). Educational research competencies for analysis and applications.Upper Saddle River, NJ: Pearson Education. Gibson, J. (2009). The five ‘Es’ of an excellent teacher. The Clinical Teacher, 6(1), 3-8. Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126-35. Goodman, K. S. (1988). The reading process. In Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to L2 reading (11-21). Cambridge: Cambridge University Press. Goodman, K. S. (1992). I didn't found whole language. The Reading Teacher, 46, 188-199. Gormley, S., & Ruhl, K. L. (2005). Dialogic shared storybook reading: an instructional technique for use with young students in inclusive settings. Reading & Writing Quarterly, 21, 307-313. Gough, P. B, (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye (pp. 331-358). Cambridge, MA: MIT Press. Gough, P.,& Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406. Halasa, N. H., & Al-Manaseer, M. (2012). The use of the first language in second language learning reconsidered. College Student Journal, 46(1), 71-81. Haden, C. A., Reese, E., & Fivish, R. (1996). Mothers’ extratextual comments during storybook reading: stylistic differences over time and across texts. Discourse Processes, 21, 135-169. Hargrave, A. C., & Sénéchal, M. (2000). Book reading interventions with language-delayed preschool children: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90. Hawkins, M. R., & Legler, L. L. (2004). Reflections on the impact of teacher- researcher collaboration. TESOL Quarterly, 38(2), 339-343. Hayes, R. S. 2010. The study of literacy coaching observations and interviews with elementary teachers (Published PhD thesis). Retrieved from http://scholarworks.gsu.edu/cgi/ viewcontent.cgi?article=1052&context=eps_diss Heath, S.B. (1983). Ways with words: language, life, and work in communities and classrooms. Cambridge, England: Cambridge University Press. Hendricks, C. (2009). Using action research to improve educational practices: where we are and where we are going. Journal of Curriculum and Instruction, 3(1), 1-6. doi:10.3766/joci.2009.v3.n1p1-6 Herndon, K. (1994, April). Facilitating teachers' professional growth through action research. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, USA. Heron, J. (1996). Co-operative inquiry: research into the human condition. London: Sage. Heron, J., & Reason, P. (Eds.). (2001). The practice of co-operative inquiry: research with rather than on people.London: Sage Publications. Herr, K., & Anderson, G. L. (2005). The action research dissertation. Thousand Oaks, California: Sage Publications. Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23(3), 330-350. Hogan, T., Bridges, M. S., Justice, L. M., & Cain, K. (2011). Increasing Higher Level Language Skills to Improve Reading Comprehension. Focus on Exceptional Children, 44(3), 1-20. Hogan, T. P., Cain, K., & Bridges, M. S. (2012). Young children’s oral language abilities and later reading comprehension. In T. Shanahan & C. J. Lonigan (Eds.), Early childhood literacy: the national early literacy panel and beyond (pp. 217–232). Baltimore: Brookes. Holdaway, D. (1972). Independence in reading: a handbook on individualized procedures. New York: Scholastic. Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heinemann Educational Books Inc. Holdaway, D. (2001). Shared book experience: teaching reading using favourite books. Theory Into Practice, 21(4), 293-300. Hoover, W., & Gough, P. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160. Hudson, M. E., & Test, D. W. (2011). Evaluating the evidence base of shared story reading to promote literacy for students with extensive support needs. Research & Practice for Persons with Severe Disabilities, 36(1/2), 34-45. John, C. (2009). Reading lessons: Teacher-pupil interactions with text during three KS1 shared reading sessions. Literacy, 43(3), 123-133. Johnston, P., Woodside-Jiron, H., & Day, J. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93, 223-233. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29. Justice, L. M., & Ezell, H. K. (2004). Print referencing: an emergent literacy enhancement strategy and its clinical applications. Language, Speech and Hearing Services in Schools, 35, 185-193. Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers' early literacy development through classroom-based teacher–child storybook reading and explicit print referencing.Language, Speech, and Hearing Services in Schools, 40(1), 67-85. Justice, L. M., Zucker, T. A., & Sofka, A. E. (2010). Systematic assessment of book reading: SABR manual. Columbus, Ohio: The Ohio State University. Justice, L.M., & Pence, K.L. (2005). Scaffolding with storybooks: A guide for enhancing young children's language and literacy achievement. Newark, DE: International Reading Association. Kaderavek, J. N., & Justice, L. N. (2013). Children with communication impairments: caregivers’ and teachers’ shared book-reading quality and children’s level of engagement. Language Teaching and Therapy, 30(3) 289-302. doi:10.1177/0265659013513812 Kaderavek, J. N., Pentimonti, J. M., & Justice, L. M. (2014). Children with communication impairments: caregivers’ and teachers’ shared book-reading quality and children’s level of engagement. Child Language Teaching and Therapy, 30(3), 289-302. doi:10.1177/0265659013513812 Kadir, N. A., Subki, R. N., Ahmad Jamal, F. H., & Ismail, J. (2014). The importance of teaching critical reading skills in a Malaysian reading classroom. Paper presented in the 2014 WEI International Academic Conference Proceedings, Bali, Indonesia. Kaur. K. (1996). Understanding Instructional Practices in the Malaysian ESL classroom. Journal of Educational Research, 10, 10-15. Kember, D., Ha, T.-S., Lam, B.-H., Lee, A., Ng, S., Yan, L., & Yum, J. C. K. (1997). The diverse role of the critical friend in supporting educational action research projects. Educational Action Research, 5(3), 463-481. Kementerian Pelajaran Malaysia. (2004). Contemporary children’s literature: objectives, principles and guidelines. Kuala Lumpur: Curriculum Development Centre. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463-473. Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner (3rd ed.). Geelong: Deakin University Press. Kurikulum Semakan Tahun 5. (2003). Kementerian Pendidikan Malaysia. LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information process in reading. Cognitive Psychology, 6, 293-323. Lennox, S. (2013). Interactive Read-Alouds—An avenue for enhancing children’s language for thinking and understanding: a review of recent research. Early Childhood Education Journal, 41, 381. doi:10.1007/s10643-013-0578- 5 Lever, R., & Sénéchal, M. (2010). Discussing stories: on how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24. doi:10.1016/j.jecp.2010.07.002 Lewin, K. (1947). Frontiers in group dynamics: concept, method and reality in social science; social equilibria and social change.Human Relations, 1, 5-41. doi:10.1177/001872674700100103 Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76, 591–596. Lin, A. (2013). Classroom code-switching: three decades of research. Applied Linguistics Review, 4(1), 195-218. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Lomax, P. (1995, April). Working in partnership to implement teacher research. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Lyne, M. (2013). Effect of teacher mentoring programme in Malaysia on improving teachers' self-efficacy Malaysian. Journal of ELT Research, 9(1), 1-18. Macaro, E. (2001). Analyzing student teachers’ code-switching in foreign language classrooms: theories and decision making. Modern Language Journal, 85(4), 531-548. doi: 10.1111/0026-7902.00124. Manesi, S. (2015). Exploring early years teachers’ beliefs and practices about shared reading: a mixed methods approach. Action Researcher in Education, (6), 128-147. Macintyre, C. (2000). The art of action research in the classroom. London: David Fulton Publishers Ltd. Madzniyah, J. (2006). Pelaksanaan kajian tindakan oleh guru di sekolah(Unpublished PhD dissertation). Universiti Kebangsaan Malaysia, Bangi, Malaysia. McBee, M. T. (2004). The classroom as laboratory: an exploration of teacher research. Roeper Review, 27(1), 52-58. McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. Reading Teacher, 60(8), 742-751. doi: 10.1598/rt.60.8.4 McGill-Franzen, A. (2000). Policy and instruction: what is the relationship? In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (Vol. 3, pp. 891-908). Mahwah, NJ: Erlbaum. McIntyre, A. E. (1995). Making meaning of whiteness: Participatory action research with White female student teachers (Unpublished PhD thesis). Boston College, Chestnut Hill, MA. Retrieved from ProQuest Dissertations & Theses (PQDT) database. McKeown, M. G., Beck, I. L., & Worthy, M. J. (1993). Grappling with text ideas: questioning the author. The Reading Teacher, 46(7), 560-566. McKeown, M. G., & Beck, I. L. (2003). Taking advantage of read alouds to help children make sense of decontextualized language. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children parents and teachers (pp. 159-178). New Jersey: Lawrence Elbaum Associates. McLeod, S. A. (2014). Lev Vygotsky. Retrieved from www.simplypsychology.org/vygotsky.html McNiff, J. (1988). Action research: principles & practice. London, UK: Routledge. McNiff, J., & Whitehead, J. (2000). Action research in organisations. London: Routledge. McNiff, J., & Whitehead, J. (2002). Action research principles and practice (2nd ed.). New York: Routledge Falmer. McNiff, J., & Whitehead, J. (2009). Doing and writing action research. London: Sage Publications. McNiff, J., Lomax, P., & Whitehead, J. (2003). You and your action research project. London and New York: Routledge Falmer. McTaggart, R. (1999). Reflection on the purposes of research, action and scholarship: a case of cross-cultural participatory action research. Systemic Practice and Action Research, 12(5), 493-513. doi:10.1023/A:1022417623393 MELTA. (2010). A Report on the Forum “To Go Or Not To Go Native: the Role Of Native Speaker Teachers and Trainers in Second and Foreign Language Teaching”. The 19th MELTA International Conference. The Royale Chulan, Kuala Lumpur. (Online) Retrieved 10 January, 2016 from http://www.melta.org.my/images/MELTA_Native_ Speaker_Forum_Report_2010.Pdf Merriam, S. B. (2009). Qualitative research a guide to design and implementation revised and extended from qualitative research and case study applications in education. USA: Jossey-Bass. Mertler, C. A. (2009). Action research teachers as researchers in the classroom. Los Angeles: Sage. Mertler, C. A. (2012). Action research improving schools and empowering educators (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc. Michelle, V., & Diane, S. (2010). The impact of literacy coashes. Elementary School Journal, 111(1), 141-163. Miller, J.,& Schwanenflugel, P. J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98, 839-843. Miller, J.,& Schwanenflugel, P. J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43, 336-354. Mills, G. E. (2007). Action research: a guide for the teacher researcher. Upper Saddle river, NJ: Pearson Merrill Prentice Hall. Mills, A. J., Durepos, G. & Wiebe, E. (2010). Encyclopedia of case study research Thousand Oaks, CA: SAGE Publications Ltd doi: 10.4135/9781412957397 Ministry of Education. (2012). Frequently asked questions. Retrieved January 10, 2015, from http://www.moe.gov.my/en/soalan-lazimview?id= 150&cat=28&keyword=&page=1& Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Retrieved from http://www.padu.edu.my/files/meb_final/3._ Malaysia_Education_Blueprint_2013-2025.pdf Ministry of Education Policies. (n.d.). Frequently asked questions. Retrieved January 10, 2015, from http://www.kpkk.gov.my/pdf/ Dasardasar%20KPM%20(BI)%20(NCM).pdf) Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979-1007. Morgan, P.L.,& Meier, C.R. (2008). Dialogic reading’s potential to improve children’s emergent literacy skills and behavior. Preventing School Failure, 52(4), 11-16. Morrow, M. M., & Brittain, R. (2003). The nature of storybook reading in the elementary school: current practices. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children parents and teachers (pp. 140- 158). New Jersey: Lawrence Elbaum Associates. Morton, M. L. (2005). Practicing praxis: mentoring teachers in a low‐income school through collaborative action research and transformative pedagogy. Mentoring & Tutoring: Partnership in Learning, 13(1), 53-72. doi:10.1080/13611260500040278 Mourlam, D. (2013). Lights, camera, reflection! Learning & Leading with Technology, 40(5), 22-24 Mroz, M., Smith, F., & Hardman, F. (2000). The discourse of the literacy hour. Cambridge Journal of Education, 30(3), 379-390. Muhammad, A. M. (2007). The effectiveness of an academic reading course in facilitating tertiary students' comprehension of academic text (Unpublished PhD thesis). Universiti Kebangsaan Malaysia, Bangi. Muhr, T. (1991). Atlas.ti—a prototype for the support of text interpretation. Qualitative Sociology, 14(4), 349-371. Munn-Giddings, C., & Winter, R. (2013). A handbook for action research in health and social care. Routledge. Nambiar, R. M. K. (2007). Enhancing academic literacy among tertiary learners: A Malaysian experience. Journal of Language learning, Linguistics and Literature, 13, 77-94. National Education Association. (2000). Report of the National Education Association’s task force on reading. Washington, DC: National Education Association. Noor, N. M. (2006). Reading academic text: Awareness and experiences among university ESL learners. GEMA Journal of Language Studies, 6(2), 65-78. Noraini, I. (2010). Penyelidikan dalam pendidikan. Kuala Lumpur, Malaysia: McGraw Hill (Malaysia) Sdn. Bhd. Norasmah, O., & Chia, S. Y. (2016). The challenges of action research implementation in Malaysian schools. Pertanika Journal of Social Sciences & Humanities, 24(1), 43-52. Nunan, D. (1989). Understanding language classrooms. London: Prentice-Hall. Nunan, D. (Ed.). (1992). Collaborative language learning and teaching. England: Cambridge University Press. Nunes, J. (1999). Linearization of chains and phonetic realization of chain links. In S. D. Epstein & N. Hornstein (Eds.), Working Minimalism (pp. 217-249). MIT Press, Cambridge, Mass. Nuttall, C. (2005). Teaching reading skills in a foreign language. Oxford, UK: Macmillan. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press. Ong, J. (2014). A tension between theory and practice: shared reading program. The Reading Matirk, 14(2), 20-33. Ong, M. Y., & Lin, S. E. (2015). Reaction of mentors and mentees in the native speaker programme of a rural primary school in Malaysia: a Phenomenological Study. Asian Social Science, 11(22), 51-57. doi:10.5539/ass.v11n22p51 Oberg, A., & McCutcheon, G. (1987). Teachers experience doing action research. Peabody Journal of Education, 64(2), 116-127. Omar, A., &Mohd Ariff Albakri, I. S. (2013). Enhancing students' vocabuary through storybook read-aloud Strategy. The Asian Journal of English Language and Pedagogy. Organisation for Economic Co-operation and Development. (2009). Program for international student assessment PISA. Retrieved from http://www.pisa.oecd.org/ Organisation for Economic Co-operation and Development. (2014). PISA 2012 Results in focus: what 15-year-olds know and what they can do with what they know.Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012- results-overview.pdf Othman, A. S. (2012). Teaching mathematics in a second language in Malaysian primary schools (PhD thesis). Retrieved from http://hdl.handle.net/10523/ Oueini, H., Bahous, R.,&Nabhani, M. (2008). Impact of read-aloud in the classroom: A case study. The Reading Matrik, 8(1), 139-157. Patton, MQ. (2001). Qualitative Research and Evaluation Methods (2nd Edition). Thousand Oaks, CA: Sage Publications. Piggot‐Irvine, E. (2006). Establishing criteria for effective professional development and use in evaluating an action research based programme. Journal of In-Service Education, 32(4), 477-496. doi:10.1080/13674580601024432 Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117-175. Pang, E. S., Muaka, A., Bernhardt, E. B., & Kamil, M. L. (2003) Teaching reading. Retrieved from http://www.ibe.unesco.org/fileadmin/user_ upload/archive/Publications/educational practicesseriespdf/prac12e.pdf Paramasivam, S. (2009). Language transfer as a communication strategy and a language learning strategy in a Malaysian ESL classroom. The Asian EFL Journal Quarterly, 11(1), 192-299. Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815-860). New York: Longman. Pentimonti, J. M., Zucker, T. A., Justice, L. M., Petscher, Y., Piasta, S. B., & Kaderavek, J. N. (2012). A standardized tool for assessing the quality of classroom-based shared reading: systematic assessment of book reading (SABR). Early Childhood Research Quarterly, 27(3), 512-528. doi:10.1016/j.ecresq.2011.12.007 Pentimonti, J., & Justice, L. (2010). Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education Journal, 37(4), 241-248. doi:10.1007/s10643-009-0348-6 Phillips, L. M., Norris, S. P., Anderson, J. (2008). Unlocking the door: is parents' reading to children the key to early literacy development?Canadian Psychology/Psychologie canadienne, 49(2), 82-88. doi:10.1037/07085591.49.2.82 Pine, G. J. (2008). Teacher action research: building knowledge democracies. California: Sage Publications. Ponniah, K. S. (1993). Improving academic reading ability of EFL students at tertiary level (Unpublished PhD thesis). University of Malaya, Kuala Lumpur. Pressley, M. (2002). Beginning reading instruction: The rest of the story from research. Retrieved from http://www.nea.org/reading/images/beginning reading.pdf Pressley, M. (2003). A few things reading educators should know about instructional experiments. The Reading Teacher, 57(1), 64-71. Pressley, M., Allington, R. L., Wharton-MacDonald, R., Collins-Block, C., &Morrow, L. (2001). Learning to read: lessons from exemplary first-grade classrooms. New York: Guilford. Pressley, M., Wharton-McDonald, R., Allington, R. L., Block, C. C., Morrow, L., Tracey, D., … Woo, D. (2001). A study of effective first-grade literacy instruction. Scientific Studies in Reading, 5, 35-58. Petorius, E. J. (2000). What they can’t read will hurt them: reading and academic achievement. Innovation, 21, 33-41. Purdy, J. (2008). Inviting conversation: meaningful talk about texts for English language learners. Literacy, 42, 44-51. doi:10.1111/j.1467-9345.2008.00479.x Quran 96:1-5. Retrieved from http://www.noblequran.com/translation. Raj, D., & Hunt, B. (1990). The Malaysia class reader programme. Reading in a Foreign Language, 6(2), 369-382. Ramaiah, M. & Nambiar, R. M. K. (1993). Do undergraduates understand what they read: An investigation into the comprehension monitoring of ESL students through the use of textual anomalies. Journal of Educational Research, 15, 95-106. Ramaiah, M. (1994). Reading initiatives in Malaysia: research in reading and writing. A Southeast Asian Collection, Anthology Series, 32, 79-90. Ramaiah, M. (1997). Reciprocal teaching in enhancing the reading ability of ESL students at the tertiary level (Unpublished PhD thesis). University of Malaya, Kuala Lumpur. Rasinski, T. V., & Hoffman, V. (2003). Theory and research into practice: oral reading in the school literacy curriculum.Reading Research Quarterly, 38(4), 510-522. Ray Reutzel, D., & Clark, S. (2011).Organizing literacy classrooms for effective instruction. Read Teach, 65, 96-109. doi:10.1002/TRTR.01013 Raymond, A., & Leinenbach, M. (2000). Collaborative action research on the learning and teaching of algebra: a story of one mathematics teacher's development. Educational Studies in Mathematics, 41(3), 283-307. Rayner, K., & Pollatsek, A. (1989). The psychology of reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Reading/Learning in Secondary Schools Subcommittee of the International Reading Association. (1989). Classroom action research: The teacher as researcher. Journal of Reading, 33(3), 216-218. Reason, P. (2002). Editorial introduction: The practice of co-operative inquiry. Systemic Practice and Action Research, 15(3), 169-175. Reason, P., & Rowan,J. (1981).Issues of validityin new paradigm research. In P. Reason & J. Rowan (Eds.), Human inquiry: A sourcebook of new paradigm research (pp. 239-262). New York: John Wiley. Reese, E., & Cox, A. (1999). Quality of adult book reading affects children’s emergent literacy. Developmental Psychology, 35, 20-28. Reese, E., Cox, A., Harte, D., & McNally, H. (2003). Diversity in adults' styles of reading books to children. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children parents and teachers (pp. 37-57). New Jersey Lawrence Elbaum Associates. Riel, M. (2010-2016). Understanding action research. Retrieved from http://cadres.pepperdine.edu/ccar/define.html Reutzal, D. R., & Clark, S. (2011). Organizing literacy classrooms for effective instruction: a survival guide. The Reading Teacher, 65(2), 96-109. Reutzel, D. R., & Cooter R. B. (2005). The essentials of teaching children to read: what every teacher should know! Columbus, OH: Merrill/Prentice- Hall. Robson, C. (2002). Real world research: a resource for social scientists and practitioner researchers. Oxford: Blackwell. Rock, T. (1997). Professional development through teacher action research: is there continued impact on teaching practices? Paper presented at the annual meeting of the Eastern Educational Research Association, Tampa, FL. Rosaen, C., & Schram, P. (1997). Professional development for beginning teacher through practical inquiry. Educational Action Research,5(2), 255-281. Rosenblatt, L. M. (1988). Writing and reading: The transactional theory. Technical Report No. 416. Retrieved from https://www.ideals.illinois.edu/bitstream/ handle/2142/18044/ctrstreadtechrep 01988i00416_opt.pdf?s Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Domic (Ed.), Attention and performance (pp. 573-603). Hillsdale, NJ: Erlbaum. Rumelhart, D.E. (1980). Schemata: the building blocks of cognition. In R. J. Spiro, B. C. Bruce& W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33-58). Hillsdale, NJ: Lawrence Erlbaum. Said, M. M., Maulud, M. M., Khalid, S., & Zakariah, A. H. (Eds.). (2007). Integrated curriculum for primary schools English year 5. Kuala Lumpur: Dewan Bahasa dan Pustaka. Sanders, W. L. (1998). Value-added assessment. School Administrator, 55(11), 24-27. Sardareh, S. A. Mohd Saad, M. R., Othman, A. J., & Che Me, R. (2014). ESL Teachers’ Questioning Technique in an Assessment for Learning Context: Promising or Problematic? International Education Studies, 7(9), 161-174. doi:10.5539/ies.v7n9p161 Sax, C., & Fisher, D. (2001). Using qualitative action research to effect change: Implications for professional education. Teacher Education Quarterly, 28(2)71-80. Schmuck, R. A. (Ed). (2008). Practical action research: A collection of articles. Thousand Oaks, Calif.: Corwin Press. Schön, D. A. (1983).The Reflective Practitioner. New York: Basic Books. Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R., Wisenbaker, J. M., & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96, 119-129. Sénéchal, M., LeFevre, J.-A., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88(3), 520-536. doi:10.1037/0022-0663.88.3.520 Shalaway, L. (1990). Tap into teacher research. Instructor, 100(1), 34-38. Shannahan, T. (2003). Research-based reading instruction: myths about the national reading panel report. The Reading Teacher, 56(7), 646-654. Shannon, G., Leticia Romero, G., Sharon, V., & Greg, R. (2015). Interactive read-alouds for English learners in the elementary grades. The Reading Teacher, 68(8), 639-648. doi:10.1002/trtr.1354 Sidhu, G. K., Chan, Y. F., & Kaur, S. (2010). Instructional practices in teaching literature: observations of ESL classrooms in Malaysia. English Language Teaching, 3(2), 54-63. doi:10.5539/elt.v3n2p54 Sidhu, G. K. (2003). Literature in the language classroom: seeing through the eyes of the learner. In M. E. Vethamani & G. Subramaniam (Eds.), Teaching of literature in ESL/EFL contexts (pp. 88-110). Petaling Jaya: Sasbadi MELTA ELT Series. Singer, H. (1985). Models of reading have direct implications for instruction: the affirmative position. In J. A. Niles (Ed.), Issues in literacy: A research perspective (pp. 402-413). Rochester, NY: National Reading Conference. Singer, H., & Ruddell, R. B. (Eds). (1985). Theoretical models and processes of reading (3rd ed.). Newark, DE: International Reading Association. Slavin, R. E. (2003). A reader’s guide to scientifically-based research. Educational Leadership, 60(5), 12-16. Smit, B. (2002). ATLAS.ti for qualitative data analysis. Perspectives in Education, 20(3), 65-75. Smith, F., Hardman, F., Wall, K., & Mroz, M. (2004). Interactive whole class teaching in the national literacy and numercy strategies. British Educational Research Journal, 30(3), 395-411. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading failure in young children. Washington, DC: National Academy Press. Snow, C. E., Griffin, P., & Burns, M. S. (2005). Knowledge to Support the Teaching of Reading: Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass. Somekh, B. (2006). Action research: A methodology for change and development. Maidenhead, Berkshire: Open University Press. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. Stanovich, K. E. (2000). Progress in understanding reading: scientific foundations and new frontiers. New York: Guilford. Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: how teachers can use scientifically based research to make curricular and instructional decisions. Retrieved from http://www.nifl.gov/partnership forreading/publications/pdf/Stanovich_Color.pdf Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL quarterly, 37(4), 760-769. doi:10.2307/3588224 Strauss A., & Corbin J. (1998). Basics of qualitative research (2nd ed.). Thousand Oaks, CA: Sage. Strickland, D. S., Snow, C. E., Griffi N, P., Burns, M. S., & McNamara, P. (2002). Preparing our teachers: opportunities for better reading instruction. Washington, DC: National Academy Press. Stringer, E. T. (2004). Action research in education. Upper Saddle River: Prentice Hall. Stringer, E. T. (2007). Action research (3rd ed.). California: Sage Publications. Stringer, E. T. (2008). Action research in education. Upper saddle River: Pearson Merril Prentice Hall. Sunggingwati, D., & Nguyen, H. T. M. (2013). Teachers’ questioning in reading lessons: A case study in Indonesia. Electronic Journal of Foreign Language Teaching, 10(1), 80-95. Sutherland, J. (2006). Promoting group talk and higher-thinking in pupils, by coaching secondary English trainee teachers. Literacy, 40(2), 106-114. doi:10.1111/j.1467-9345.2006.00436.x Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: lessons about primary grade reading instruction in low income schools. Elementary School Journal, 101, 121-165. Teale, W. H. (2003). Reading aloud to young children as a classroom instructional activity: Insights from research and practice. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children parents and teachers (pp. 114-139). New Jersey Lawrence Elbaum Associates. Teemant, A., Wink, J., & Tyra, S. (2011). Effects of coaching on teacher use of sociocultural instructional practices. Teaching and Teacher Education, 27(4), 683-693. Temple, J. D., & Snow, C. E. (2003). Learning words from books. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children parents and teachers (pp. 16-36). New Jersey: Lawrence Elbaum Associates. Thelning, K., Phillips, B., Lyon, K., & McDonald, J. (2010). Literacy partnership coaches: an initiative of the South Australian Department of Education and Children's Services. Literacy Learning: The Middle Years, 18(2), 39. Thomas, J. (2007). Teaching with passion. Education Digest: Essential Readings Condensed for Quick Review, 73(3), 63-65. Urquhart, S., & Weir, C. (1998). Reading in a second language: Process, product and practice. New York: Longman. Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: a systematic extension to Mexican day care. Developmental Psychology, 28(6), 1106-1114. doi:10.1037/0012-1649.28.6.1106 van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: a decade of research. Educational Psychology Review, 22(3), 271-296. doi:10.1007/s10648-010-9127-6 Vygotsky, L. S. (1978). Interaction between 1earning and development. In M. Gauvin & M. Cole (Eds.), Readings on the development of children (pp. 34-40). New York: Sienctific American Books. Wallace, C. (1986). Learning to read in a multicultural society: the social context of second language literacy. Oxford: Pergamon Institute of English. Wallace M. (1998). Action research for language teachers. Cambridge: Cambridge University Press. Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243-250. doi:10.1037/0022-0663.93.2.243 Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on head start children and teachers. Journal of Educational Psychology, 98(1), 63-74. Waters, A., & Vilches, M. L. C. (2000). The School-Based Follow-up Development Activity. ELT Journal, 54(2), 126-134. doi:10.1093/elt/54.2.126 Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. Whitehead, J., & McNiff, J. (2006). Action research living theory. London: Sage Publications Ltd. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fishel, J. E. (1994). A picture book reading intervention in day care and home for children from low income families. Developmental Psychology, 30(5), 679-689. Whitehurst, G. J., Falco, F., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552-558. Wiseman, A. (2011). Interactive read alouds: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38(6), 431-438. doi:10.1007/s10643-010-0426-9 Wilson, S. M., & Peterson, P. L. (2006). Theories of learning and teaching: what do they mean for educators?. Washington, DC: National Education Association. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89-100. Wright, A. (1995). Storytelling with children (resource books for teachers). Oxford: Oxford University Press, USA. Yaacob, A. (2006). Malaysian literacy practices in English: ‘Big Books’, CD ROMs and the year 1 english hour (PhD thesis). University of Warwick. Yaacob, A. (2011). Examining Malaysian literacy practices in english in the context of the english hour. In A. Pandian, S. A. M. M. Ismail & T. C. Hiang. (Eds.), Teaching and learning in diverse contexts: Issues and approaches (pp. 269-279). Penang: School of Languages, Literacies and Translation, USM. Yaacob, A., & Gardner, S. (2009). CD-ROM affordances through interaction in the Malaysian English literacy hour. Language and Education, 23(5), 409-424. Yaacob, A., & Pinter, A. (2008). Exploring the effectiveness of using big books in teaching primary English in Malaysian Classrooms. Malaysian Journal of Learning & Instruction, 5, 1-20. Yigiter K., Saricoban A., & Gurses T. (2005). Reading strategies employed by ELT learners at the advanced level. The Reading Matrix, 5(1), 124-139. Yuan, R., & Lee, I. (2014). Action research facilitated by university–school collaboration. ELT Journal, 69(1), 1-10. doi:10.1093/elt/ccu031 Zeki, C. P. (2009). The importance of non-verbal communication in classroom management. Procedia - Social and Behavioral Sciences, 1(1), 1443-1449. doi:10.1016/j.sbspro.2009.01.254 Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children parents and teachers (pp. 177-202). New Jersey: Lawrence Elbaum Associates. Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 1425-1439. doi:10.1037/a0030347 Zucker, T. A., Justice, L. M., & Piasta, S. B. (2009). Prekindergarten teachers' verbal references to print during classroom-based, large-group shared reading. Language, Speech & Hearing Services in Schools, 40(4), 376-392. doi:10.1044/0161-1461(2009/08-0059) Zucker, T. A., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2010). Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading. Early Childhood Research Quarterly, 25(1), 65-83. doi:10.1016/j.ecresq.2009.07.001

Improving the quality of primary ESL teachers' shared reading practice : a collaborative action research

Similar Items