ISSN: 2226-6348
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Reading proficiency is a fundamental skill that plays a crucial role in pupils’ academic development and engagement in learning. However, some upper primary pupils in Special Education and Remedial Education have yet to achieve satisfactory reading proficiency, particularly in reading consonant-vowel-consonant (CVC) words, words containing diphthongs, and simple sentences. Therefore, this action research was conducted to evaluate the use of KILAM+ in improving reading proficiency among upper primary pupils at SK Bandar Tawau II. KILAM+ is a literacy intervention approach based on five main components: Identification, Intervention, Repetitive Practice, Analysis, and Reinforcement. These components are further supported by teacher-led interventions, home-based reinforcement activities, continuous assessment, motivation, and self-reinforcement. This study employed the Kemmis and McTaggart Action Research Model, which consists of four phases: planning, action, observation, and reflection. The participants comprised 27 upper primary pupils, including pupils enrolled in Remedial Education, fully included pupils, and pupils with Special Educational Needs (SEN) who were identified as requiring reading interventions. Data were collected through pre-tests and post-tests, structured observations, document analysis, and attendance records. The findings revealed that the mean reading proficiency score increased from 37.1% in the pre-test to 78.9% in the post-test, representing an improvement of 41.8 percentage points. Furthermore, a comparison of reading proficiency levels showed that the number of pupils who had not yet mastered reading skills decreased from 12 pupils (44.4%) to 3 pupils (11.1%), while the number of pupils who achieved fluent reading proficiency increased from none to 11 pupils (40.7%). These findings indicate positive improvements in participants’ reading proficiency following the implementation of KILAM+. Overall, KILAM+ demonstrates potential as a systematic and sustainable literacy intervention approach through teacher collaboration, home-based reinforcement activities, and active pupil participation.
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