Prepared by: Andi Mohd Syahmi Afiq Dolar Nurul Hanis Ruslan Mohd Zamri Azmi Nor Azniza

Aziz

Reading provides the window to the world, a kaleidoscope for children to learn about people and the world. It also provides them with the venue to share experiences and seek solutions. (Ng,
2007).

Extra reading expands their vocabulary apart from showing them how different writers put down their thoughts in writing, leading to better writing skills. (Ng, 2007). Children who do more reading show better development in reading, writing, grammar and vocabulary. (Krashen, 2004a). Research has repeatedly shown that motivation to read decreases with age, especially if pupils attitudes towards reading become less positive. (McKenna, Ellsworth & Kear, 1995).

In Malaysia:

A survey conducted in 1995 revealed that 98% of 10+ year olds read only two books a year, and it remained unchanged until 2006 (Ng, 2007).

Malaysia aims a target of 100% literate citizen by the year 2010 in order to become a developed country.

MALAYSIA

AUSTRALIA

No. 1 2 3 4 5 6 7 8 9 10 No time

Reasons

Percentage 70.30 49.70 38.64 38.33 31.67 29.09 26.88 26.67 24.39 23.64

Reading is boring Prefer to play Books are not interesting Not enough books Prefer to watch television and listen to the radio Tired Uncomfortable environment/noisy No opportunity to go to the library No interest to read since young

Table 1 Reasons for low reading levels

(Program Nilam, 1997, as cited in Kaur, Awang & Abdullah, 2008)

Nadi Ilmu Amalan Membaca (NILAM) was officially launched on 22nd September 1999 in Tunku Abd Rahman secondary school, Sarawak. *Nadi Ilmu Amalan Membaca: The key of knowledge is reading. Used to be known as Baca Untuk Tingkat Ilmu (BUKTI) project *Baca Untuk Tingkat: Read for the increment of knowledge
(Pusat Kegiatan Guru Jeli, n.d.)

is one of the reading programmes that has been implemented widely in both Malaysian primary and secondary schools. NILAM has two levels; namely JAUHARI (1st level) and RAKAN PEMBACA [Reading buddies] (2nd level)
(Pejabat Pelajaran Daerah Kerian, 2010)

To promote literacy and love for reading among the youths . To abolish zero reading among the students.
(Ng, 2007)

It uses the system of mentor and mentees where the mentor (the teacher) would have 3-5 mentees in the group. The mentors will meet the mentees on their own times and the mentees have to hand in their NILAM record books for mentors to check. In the NILAM record book, the students are generally required to record the title of the book, name of the author, the publishing year and the synopsis. However, it is vary according to school years.

At the end of the term, the mentors will award the students with the Top Readers Certificate and cash vouchers which they can use to redeem books at a designated book store, based on the number of books they have read.
Award BRONZE SILVER GOLD NILAM Total of recorded books 72 - 143 144 - 215 216 - 287 287 to above Award

Total of recorded books 90 - 179 180 - 269 270 - 359 360 to above

BRONZE SILVER GOLD NILAM

Is an independent reading time for students to read self-selected book silently (Tompkins, 2010). Countries that use this approach are United States, Canada, United Kingdom, and New Zealand.

Students learn to use word attack skills to figure out new words --on their own! Build students' confidence in their abilities to work through reading trouble spots.

FEATURES Aims

NILAM - To promote literacy and love for reading among the students. - To abolish zero reading among the students.

SSR - To increase the amount of reading students do every day. - To develop students ability to read silently

Implementation -Compulsory to all schools -Depending on the in Malaysia (it is part of the schools & teachers to Malaysian curriculum) adopt the programme

FEATURES Reward

NILAM Offers Top Reader Certificate to students

SSR Does not offer any reward to students

Follow-up activities

Students have to write a Was specifically develop synopsis in NILAM without follow-up report book activities (depending on the teachers). Teachers do not join the reading. Everyone participates in the reading including the teacher.

Condition

Giving someone literacy skills is rather like teaching a person to drive and then giving them only a few drops of petrol to practice with - the machine is perfect and the driving skill has been acquired but it is not yet an automatic skill because there has not been enough practice. Once the fuel runs out the driving skill becomes useless and begins to deteriorate. Giving someone a reading habit, on the other hand, involves providing a continuous supply of easily processed fuel so that the new driver can go places, can get to enjoy driving and can eventually realise the limitless possibilities it opens up.
(Phillip, 2000)

1. Reading materials are still lacking in schools especially in rural areas.

(Lyall, 2006; Pandian, 2001).

2. Exam-oriented culture (reading to pass exams, not for knowledge and pleasure)
(Kaur & Thiyagarajah, 2000; Lyall, 2006).

3. Teachers exposure to support this program is inadequate

(Kaur & Thiyagarajah, 2000).

4. Teachers do not model reading habits

(Pandian, 2001).

5. This program has become a burden (writing a synopsis).

Teachers could develop students reading habit by:

 teaching students reading and comprehension strategies .

- to make reading an easier and meaningful activity for them

 teaching students how to choose reading materials that are

appropriate for their levels. - to ensure that they are be able to read and understand the reading materials successfully.

- reading materials should not be beyond students ZPD level as they will become frustrated and may stop doing the reading.

Provide time for reading (NILAM) in school do not burden students with reading as an extra homework.

Different ways of recording reading:

 ICT e.g. web pages record details of the story online

- it is interesting and engaging - this caters to the visual and kinaesthetic learners to learn.  diagrams/mind maps can cater for visual learners  sharing/telling the stories with their friends listening to a review of a book from a friend is more interesting than reading its synopsis at the back of the book.

Deeds speak louder than words - teachers as role models

 Teachers should display their passion in reading.  Shin, Neuman and Celano (2004, as cited in Krashen, 2004b)

mentioned that direct encouragement from teachers can result in boosting students confidence to try reading more challenging materials as well as to realise how interesting reading is.

Kaur, N., Awang, Z. & Abdullah, K. I. (2008). The effects of extensive reading on language proficiency and motivation to read on fourteen year old students in Malaysia. In Seminar Penyelidikan Pendidikan Pasca Ijazah, (pp.92-99) Skudai: Universiti Teknologi Malaysia. Kaur, S. & Thiyagarajah, R. (2000). The English reading habits of ELLS students in University Science Malaysia . Retrieved September 14, 2010 from http://ultibase.rmit.edu.au/Articles/may00/thiyag1.htm Krashen, S. (2004a). The case for narrow reading. Language Magazine, 3(5), 17-19. Krashen, S. (2004b, April). Free voluntary reading: New research, applications and controversies. Paper presented at RELC Conference, Singapore. Retrieved September 10, 2010, from, http://www.sdkrashen.com/articles/singapore/singapore.pdf Lyall, A. (2006). Impact of a program to teach reading strategies to primary children in rural Malaysia. Retrieved September 15, 2010, from http://www.teyl.org/article8.html McKenna, M. C., Ellsworth, R. A. & Kear, D. J. (1995). Childrens attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934-956.

Ng, J. H. (2007). Extending the NILAM programme with the home connection. Retrieved September 17, 2010, from http://www.ipbl.edu.my/BM/penyelidikan/seminarpapers/2007/languageteachi ng/ngSTARfp.pdf Pandian, A. (2001). A study on readership behaviour among multi-ethnic, multilingual Malaysian students. Retrieved September 13, 2010, from http://ultibase.rmit.edu.au/Articles/aug01/pandian1.htm Pejabat Pelajaran Daerah Kerian. (2010). Program NILAM [NILAM programme]. Retrieved September 17, 2010, from http://www.ppdkerian.edu.my/portal/modules.php?name=News&file=article&s id=24 Phillip, A. (2000). The reading habit: A missing link between literacy and libraries. Retrieved September 1, 2010, from http://www.pngbuai.com/000general/libraries/literacy-services/READRAB.pdf Pusat Kegiatan Guru Jeli. (n.d.). Modul program bacaan NILAM [NILAM programmes module]. Retrieved September, 10, 2010, from http://www.scribd.com/doc/25360935/Modul-Program-Nilam Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Pearson Education.