Master 3M skills in three months with group phonics, reading intervention - Expert
Classroom teachers should also play a role in identifying affected students and developing special programmes for them.
SHAH ALAM - A significant number, specifically 122,000 Year One students nationwide, have yet to master the skills of reading, writing and arithmetic (3M), highlighting weaknesses in the system at the Education Ministry (MOE).
Universiti Kebangsaan Malaysia Centre for Educational Research and Community Wellbeing chairman Associate Professor Dr Hasnah Toran said that mastery of the 3M skills could be achieved within just three months.
Therefore, she proposed five immediate steps to address this issue: using a group phonics method, implementing reading interventions, reinstating special programmes, collaborating with parents and partnering with education experts from local universities.
“Actually, reading is quite simple, and a typical student should be able to master it within just three months. So, it’s surprising that many still cannot master the 3M skills.
“One method that can be used is the phonics approach in small groups, allowing teachers to provide more focused instruction.
“In addition, we need to implement reading interventions. In primary schools, there are remediation programmes. We should fully utilise these programmes because it would be a significant loss if they cannot master the basics from the start,” she said when contacted by Sinar Harian on Tuesday.
She made these remarks in response to the revelation made by Education Minister Fadhlina Sidek that 122,000 Year One students nationwide have yet to master the 3M skills for the current academic session.
According to Fadhlina, contributing factors include learning loss during the Covid-19 pandemic, poverty and the needs of special children.
Hasnah added that classroom teachers should also play a role in identifying affected students and developing special programmes for them.
“MOE previously had the KIA2M (Early Reading and Writing Intervention Class), then Linus (Literacy and Numeracy Screening Program) and now Prosper (Special Needs Student Screening Programme). Why can’t we revive these effective programmes for children who have yet to master the 3M skills?
“We need to ask schools if these children are not included in remediation programmes. Additionally, we can collaborate with parents and invite them to workshops so they can also support their children in mastering reading skills, which can then develop further.
“Even children with autism and learning difficulties can learn to read, let alone normal children. What’s important during teaching is to follow their instincts inclined for enjoyment, as it opens their minds to understand new knowledge,” she said.
She also mentioned that MOE could leverage the expertise of local universities through collaboration.
“Local universities have expertise in this field; why not make use of it? We have various modules. For example, Education Faculty produces special education teachers who are experts and have resources to teach students with severe literacy challenges,” Hasnah concluded.
