Motivate to Read—Individualized Reading Program
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Abstract
The specific purpose of this study was to explore the effects of Individualized Reading Program on students reading levels, library usage, and students’ attitude about reading. The study focused on one-eighth-grade classroom at Minaret Model Secondary School, Karachi. The English language teacher of this class has been consistently using Individualized Reading Program beginning with the school year 2004-2005. The study was conducted during a period of three months from May to July 2005 and involves sixteen eighth grade students and two English language teachers of the school. The small sample size was due to the time constraints and the small number of students who were using the Individualized reading program in the school.
The study fully supports the literature regarding the effectiveness of Individualized Reading Program in developing positive attitude and motivation to read, among students (in local context). We find ourselves in a better position to use Individualized reading program not only in Minaret Model Secondary School but to refer the results and finding to other schools and train their teachers to use the program more effectively and to find the increased level of motivation among students to read.
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