Reading Intervention and Support

Abstract: This study was conducted as part of the pull-outs program to determine the level of student reading ability in English which include letter recognition vocabulary phonics sentences and reading passages among primary students of Royal International School during the first semester school year 2015-2016. The experimental method was utilized using the One Group Pre-Test and Post-Test Design. The struggling readers in class were the focus of the study. The study involved a total of seventy-four (74) students purposively selected from the primary class. These students were recommended by the class teachers to undergo reading intervention and support during their Art period. T-Test for Correlated Samples showed that Reading Intervention and Support has a significant effect on student reading ability. Keyword: Reading Intervention Support Reading Ability Effect