READING ATTITUDES AND HABITS

OF PRIMARY SCHOOL
ENGLISH LANGUAGE TEACHERS

KANAKAMBAL VELUSAMY

UNIVERSITI SAINS MALAYSIA

2018
READING ATTITUDES AND HABITS
OF PRIMARY SCHOOL
ENGLISH LANGUAGE TEACHERS

by

KANAKAMBAL VELUSAMY

Thesis Submitted in Fulfilment of the requirement

for the degree of
Doctor of Philosophy

September 2018
 ACKNOWLEDGEMENT

I thank the Almighty for giving me the knowledge, strength and confidence to
complete this difficult task in my life. Undertaking this PhD has been truly life-
challenging experience for me. I would not have accomplished this success and
unforgettable experience without the support and guidance from many people.

My first gratitude goes to my supervisor, Associate Professor Dr. Mohamad Jafre bin
Zainol Abidin. He has been patient, kind and gentle with me always. I will never
forget his smile because never once has he shown a sour face throughout my sessions
or meetings with him. A note of thanks also goes to Professor Madya Dr. Kamarul
Kabilan bin Abdullah.

Secondly, my appreciation goes to the support I received from Jabatan Pendidikan

Negeri Perak and Pejabat Pendidikan Daerah Kinta, Perak. Most of the results
described in this thesis would not have been obtained without a close collaboration
with them.

Next, I would like to extend a huge and warm THANK YOU to my husband who has
tremendously and tirelessly helped me on many days and nights to complete my
thesis. I owe him my most eternal gratitude. Besides, my special appreciation also
goes to my two lovely children, Trishaiyini and Suvendran, who are often reminders
of what life’s ambitions and true priorities are to me.

Many may have contributed to my academic achievement throughout this journey.

To them I wish to extend my sincere thanks.

Finally, I would like to dedicate this success to my late parents and parents-in-law.

KANAKAMBAL VELUSAMY
AUGUST, 2018

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 TABLE OF CONTENTS

Acknowledgement ii
Table of Contents iii
List of Tables vii
List of Figures xi
List of Appendices xii
List of Abbreviations xiii
Abstrak xiv
Abstract xvi

CHAPTER 1 - INTRODUCTION

1.1 Introduction 1
1.2 Background of the Study 4
1.3 Statement of Problem 21
1.4 Objectives of the Study 25
1.5 Research Questions 26
1.6 Research Hypotheses 27
1.7 Significance of the Study 28
1.8 Limitations of the Study 29
1.9 Delimitations of the Study 30
1.10 Operational Definitions of Terms 30
1.11 Summary 32

CHAPTER 2 - LITERATURE REVIEW

2.1 Introduction 33
2.2 Theoretical Framework 33
2.2.1 Reading Theories and Models 34
2.2.2 The Traditional View (Bottom-up Approach) 35
2.2.3 The Cognitive View (Top-down Approach) 37

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 2.2.4 The Meta-cognitive Theory (Interactive Reading Model) 38
2.2.5 The Emerging Reading Models (Schema Theory) 40

2.3 Literature on Previous Research 42

2.3.1 Importance of reading among teachers 42
2.3.2 Extensive Reading 46
2.3.3 Online Reading 48
2.3.4 Reading in English 53
2.3.5 Attitude towards Reading 57
2.3.6 Instruments to Measure Attitude Towards Reading 64
2.3.7 Reading Habit 65
2.3.8 Teachers as Motivators 73
2.3.9 Selection of Reading Materials 77
2.3.10 Reasons for Reading 82
2.3.11 Hindering Factors 85
2.4 Conceptual Framework for Research 86
2.5 Summary 88

CHAPTER 3 - METHODOLOGY OF THE STUDY

3.1 Introduction 89
3.2 Research Design 90
3.3 Population 93
3.4 Sample 94
3.5 Research Variables 95
3.6 Research Instrument 96
3.6.1 Questionnaire 97
3.6.2 Interview 100
3.6.3 Interview Protocol 102
3.7 Validity of the Research Instrument 102
3.7.1 Reliability of the Research Instrument 103
3.7.2 Pilot Study 104
3.7.3 The Sample for Pilot Study 105
3.7.4 The Results and Feedback of the Pilot Study 105

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3.8 Data Collection Procedures 108
3.8.1 Data Collection of Questionnaires 108
3.8.2 Data Collection of Interview 109
3.9 Data Analysis Procedures 111
3.9.1 Analysis of Questionnaires 111
3.9.2 Analysis of Interviews 113
3.10 Integration of Quantitative and Qualitative Findings 115
3.11 Interpretation 116
3.12 Summary 116

CHAPTER 4 – FINDINGS AND DISCUSSION

4.1 Introduction 117

4.2 Respondents 118
4.3 Respondents’ Demographic Data 118
4.3.1 Gender 119
4.3.2 Ethnicity 119
4.3.3 Age Group 120
4.3.4 Teachers’ Qualifications 121
4.3.5 Teaching Experience 122
4.4 Research Findings 122
4.4.1 Teachers’ Attitudes towards Reading 123
4.4.2 Teachers’ Reading Habits 134
4.4.3 Purpose of Reading 167
4.4.4 Factors that Hinder Teachers’ from Reading 169
4.4.5 Findings of Interview 171
4.5 Discussion 177
4.5.1 Teachers’ Attitude Towards Reading 178
4.5.2 Teachers’ Reading Habits 181
4.5.3 Selection of Reading Materials 182
4.5.4 Purpose of Reading 193
4.5.5 Factors that Hinder Teachers from Reading 196
4.6 Summary of the Findings 198

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CHAPTER 5 – IMPLICATIONS, RECOMMENDATIONS AND CONCLUSION

5.1 Introduction 200

5.2 Implications of the Study 200
5.3 Recommendations 204
5.4 Suggestions for Further Research 209
5.5 Conclusion 211

REFERENCES 213

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 LIST OF TABLES
Page
Table 3.1 Distribution of English Language Teachers in Kinta District 93

Table 3.2 Variables of the Study 96

Table 3.3 Cronbach’s Alpha Coefficient Summary for the Reliability of the
Questionnaire 106

Table 3.4 Research Questions and Statistical Analysis 112

Table 3.5 Categories for Teachers’ Semi-structured Interview 115

Table 4.1 Distribution of Respondents according to Gender 119

Table 4.2 Distribution of Respondents according to Ethnicity 119

Table 4.3 Distribution of Respondents according to Age Group 120

Table 4.4 Distribution of Respondents according to Qualifications 121

Table 4.5 Distribution of Respondents according to Years of Teaching 122

Experience

Table 4.6 Mean Score and Standard Deviation for Teachers’ Attitudes
towards Reading 123

Table 4.7 Means Score and Standard Deviation of Teachers’ Attitudes

towards reading according to Gender 125

Table 4.8 Independent Samples Test – Gender and Attitude towards

Reading 125

Table 4.9 Mean Scores and Standard Deviation of Teachers’ Attitude

towards Reading According to Ethnicity 126

Table 4.10 Attitude towards Reading and Ethnicity (ANOVA) 127

Table 4.11 Multiple Comparison : Teachers Ethnicity and Attitude towards

Reading 127

Table 4.12 Mean Scores and Standard Deviation of Teachers’ Attitude

towards Reading According to Age Groups 128

Table 4.13 Teachers’ Age Group and Attitude towards Reading (ANOVA) 129

Table 4.14 Multiple Comparisons : Teachers’ Age Group and Attitude

towards Reading 129

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Table 4.15 Mean Scores and Standard Deviation of Teachers’ Attitude
towards Reading According to Teachers’ Qualifications 130

Table 4.16 Teachers’ Qualification and Attitude towards Reading (ANOVA)131

Table 4.17 Mean Scores and Standard Deviation of Teachers’ Attitude

towards Reading According to Teachers’ Experience 131

Table 4.18 Teaching Experience and Attitude towards Reading (ANOVA) 132
Table 4.19 Multiple Comparison: Teachers’ Teaching Experience and
Attitude towards Reading 133

Table 4.20 Distribution of Respondents according to Time spent on

Reading Non- Academic English Language Materials 134

Table 4.21 Distribution of Respondents according to frequency of Reading

English Language Materials 138

Table 4.22 Mean scores and Standard Deviations of frequency of Reading

Printed English Language Materials 140

Table 4.23 Mean Scores and Standard deviations of frequency of Reading

Printed Materials in terms of Gender 141

Table 4.24 Mean Scores and Standard deviations of frequency of Reading

Printed Materials according to Ethnicity 142

Table 4.25 Mean Scores and Standard deviations of frequency of Reading

Printed Materials according to Age Group 142

Table 4.26 Mean Scores and Standard deviations of frequency of Reading

Printed Materials according to Qualifications 143

Table 4.27 Mean Scores and Standard deviations of frequency of Reading

Printed Materials according to Teaching Experience 145

Table 4.28 Distribution of Respondents according to frequency of

Reading Online English Language Materials 146

Table 4.29 Mean Scores and Standard deviations of frequency of Reading

Online English Language Materials 148

Table 4.30 Mean Scores and Standard deviations of frequency of Reading

Online English Language Materials according to Gender 149

Table 4.31 Mean Scores and Standard deviations of frequency of Reading

Online English Language Materials according to Ethnicity 150

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Table 4.32 Mean Scores and Standard deviations of frequency of Reading
Online English Language Materials according to Age Group 150

Table 4.33 Mean Scores and Standard deviations of frequency of Reading

Online English Language Materials according to Qualifications 151

Table 4.34 Mean Scores and Standard deviations of frequency of Reading

Online English Language Materials according to Teaching
Experience 152

Table 4.35 Comparison of Mean Scores of frequency of Reading

Printed and Online Materials 153

Table 4.36 Frequency of Reading Printed Books of Different Genre 154

Table 4.37 Mean Scores and Standard Deviation of frequency
of Reading Printed Books of Different Genre 156

Table 4.38 Mean Scores and Standard Deviation of frequency

of Reading Printed Books of Different Genre according
to Gender 157

Table 4.39 Mean Scores and Standard Deviation of frequency

of Reading Printed Books of Different Genre according
to Ethnicity 158

Table 4.40 Frequeny of Reading Online Books of Different Genre 160

Table 4.41 Mean Scores and Standard Deviation of frequency of
Reading Online Books (e-books) 161

Table 4.42 Mean Scores and Standard Deviation of frequency of

Reading Online Books (e-books) according to Gender 162

Table 4.43 Overall Mean Scores and Standard Deviations of frequency

of Reading Online Books (e-books) according to Gender 163

Table 4.44 Mean Scores and Standard Deviation of frequency of

Reading Online Books (e-books) according to Ethnicity 163

Table 4.45 Overall Mean Scores and Standard Deviation of frequency of

Reading Online Books (e-books) according to Ethnicity 164

Table 4.46 Mean Scores and Standard Deviation of frequency of

Reading Different Type of Printed Magazine 165

Table 4.47 Mean Scores and Standard Deviation of frequency of

Reading Different Type of Printed Magazine according
to Gender 166

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Table 4.48 Primary school English teachers purposes of Reading 167

Table 4.49 Factors that hinder Teachers from Reading 169

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 LIST OF FIGURES

Page
Figure 2.1 Matthewson’s Model of Reading Attitudes (Lukhele, 2013, p. 37) 59

Figure 2.2 Pandian’s Explanatory Model of Reading Behaviour (Mansor,

Rasul, Rauf & Koh, 2013, p.40) 66

Figure 2.3 Conceptual Framework of the Study 87

Figure 3.1 The Explanatory Sequential Design Procedures

(Creswell & Clark, 2011, p. 84) 92

Figure 3.2 Steps of Analysing Interviews (Brown & Clark, 2006) 114

Figure 4.1 Percentage of Respondents spent time weekly on

reading English materials 136

Figure 4.2 Purpose of Reading by Primary School English Teachers’ 168

Figure 4.3 Hindering Factors of Reading in English 170

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 LIST OF APPENDICES

Appendix (A) Questionnaire

Appendix (B) Interview Protocol
Appendix (C) Semi-structured Interview Questions
Appendix (D) Validity Experts of the Questionnaire and the Interview
Questions

Appendix (E) Permission Letter from the Ministry of Education to Conduct

Research
Appendix (F) Approval Letter from the Perak District Department to
Conduct Research
Appendix (G) Consent Form
Appendix (H) Sample of a Full-Length Individual Interview
Appendix (I) Categorization of the Interview (Semi-structure interviews)

xii
 LIST OF ABBREVIATIONS

MOHE Ministry of Higher Education

IPTA Institut Pengajian Tinggi Awam (Public Higher Education Institute)
IPG Institut Pendidikan Guru (Teacher Education Institute)
CPD Continuous Professional Development
EL English Language
CPT Cambridge Placement Test
MUET Malaysian University English Test
HOTS Higher Order Thinking Skills
USM Universiti Sains Malaysia
JPN Jabatan Pendidikan Negeri (State Education Department)
PPD Pejabat Pendidikan Daerah (District Education Office)
NGO Non-Governmental Organisation
SMK Sekolah Menengah Kebangsaan
RELC Regional Education Learning Centre
ICT Information and Communication Technology
ERAS Elementary Reading Attitude Survey
RBQ Reading Behaviour Questionnaire
TATRS Teachers’ Attitudes Towards Reading Scale
SK Sekolah Kebangsaan (Primary School)
SJKC Sekolah Jenis Kebangsaan Cina (Chinese Primary School)
SJKT Sekolah Jenis Kebangsaan Tamil (Tamil Primary School)
ARP Accelerated Reader Program
DEAR Drop Everything and Read
SSR Sustained Silent Reading

xiii
 SIKAP DAN TABIAT MEMBACA DALAM KALANGAN

GURU BAHASA INGGERIS SEKOLAH RENDAH

ABSTRAK

Tujuan utama kajian ini adalah untuk melihat sikap dan tabiat membaca

guru-guru bahasa Inggeris di sekolah rendah di Daerah Kinta, Perak. Objektif kajian

untuk mengenalpasti jenis bahan bacaan yang dibaca oleh guru-guru berkenaan.

Selain itu, tujuan dan faktor-faktor yang menghalang guru-guru ini daripada membaca

juga dikaji. Seterusnya, fokus kajian juga memberi cadangan yang diperlukan untuk

meningkatkan sikap dan tabiat membaca dalam kalangan guru berkenaan Metodologi

penyelidikan deskriptif dengan menggunakan soal selidik dan temuduga telah

digunakan untuk mendapatkan maklumat daripada 204 (untuk soal selidik) dan 13

(temuduga) daripada guru-guru bahasa Inggeris di sekolah-sekolah rendah di Daerah

Kinta, Perak. Dapatan analisis kuantitatif menunjukkan pada keseluruhan, responden

mempunyai sikap positif terhadap mambaca (M=4.24, SD.723) dan tabiat membaca

pada tahap sederhana (M=2.97, SD=1.844). Analisis Varian (Analysis of Variance –

ANOVA) menunjukkan tiada perbezaan yang signifikant dalam sikap membaca

berdasarkan pembolehubah demografi : jantina dan kualifikasi guru.

Walaubagaimanapun, dapatan menunjukkan terdapat perbezaan signifikant di antara

kaum, kumpulan umur dan jumlah tahun dan pengalaman mengajar. Tujuan utama

guru-guru bahasa Inggeris di sekolah rendah membaca adalah untuk memperoleh

ilmu, untuk menduduki peperiksaan dan untuk tujuan penyelidikan. Faktor-faktor

yang menghalang mereka daripada membaca adalah kos bahan bacaan dan kurang

motivasi diri untuk membaca. Walaubagaimanapun, dapatan kualitatif menunjukkan

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guru mempunyai kesedaran membaca yang positif dan tabiat membaca yang baik.

Ianya penting untuk meningkatkan kefasihan bahasa dan konfiden mereka dan dalam

pengajaran dan pembelajaran di kelas. Dapatan kualitatif juga menunjukkan akibat

daripada beban kerja, mereka kurang membaca kerana kebanyakan masa dihabiskan

dengan melakukan kerja-kerja sekolah. Implikasi kajian ini, guru-guru bahasa

Inggeris di sekolah rendah perlu meningkatkan sikap dan tabiat membaca. Langkah-

langkah perlu diambil oleh Kementerian Pendidikan dan stakeholder untuk melihat

isu ini dalam kalangan guru-guru bahasa Inggeris di sekolah rendah dengan lebih

mendalam.

xv
 READING ATTITUDES AND HABITS OF PRIMARY SCHOOL
ENGLISH LANGUAGE TEACHERS

ABSTRACT

The main purpose of this study is to investigate the reading attitudes and

habits of primary school English language teachers in Kinta District, Perak. The study

is also aimed to find the selection of reading materials, the purpose of reading and the

factors that hinder primary school English Language teachers from reading. The study

also focused to suggest measures that are needed to improve the reading habits among

these teachers. An explanatory mixed method design using questionnaires and

interviews were applied to obtain information from 204 and 13 respondents

respectively from English language primary school teachers in the Kinta District,

Perak. The findings from the quantitative analysis revealed that teachers had an

overall positive attitude towards reading (M=4.24, SD=.723) but only moderate level

of reading habit (M=2.97, SD=1.844). Analysis of Variance (ANOVA) revealed no

significant differences in reading attitude based on demographic variables: on gender

and teachers’ qualifications. However, the results indicated significant differences

between ethnicities, age groups and years of teaching experience. Results showed that

the main purpose for teachers to read was for knowledge, examination or research

purposes. The major factors hindering them from reading were cost factor and lack of

self- motivation. However, in the qualitative findings, teachers revealed that they are

aware of positive reading attitude and good reading habits are important to improve

their proficiency level, build their confidence in the language and enhance their

teaching practices. It also revealed that teachers were burdened with workload, thus

hindering them from reading extensively. The implication of this study is, it is

xvi
essential for English language teachers to have positive reading attitudes and habits

to improve their proficiency in the language and obtain pedagogy knowledge in

teaching. It is suggested that measures need to be taken by the Education Departments

and stakeholders regarding the reading attitude and habits of the primary school

English language teachers with great concern.

xvii
 CHAPTER ONE

INTRODUCTION

1.1 Introduction

A positive and effective reading attitude and habit within a society is an

important and crucial need. A positive reading attitude and a good reading habit is a

progressive way to sharpen and broaden the mind’s intellect. Furthermore, it also gives

room to a dissemination of experiences and knowledge as often highlighted by most

researchers of reading habits. Abramson (2004) as cited in Scott and Saaiman (2006),

stated that being a good reader is not a luxury in this 21st century. It is a necessary life

skill since it is one of the most effective skills and means of personality refinement

and proficiency development.

According to Lone, 2011, reading skills can be seen as a necessary tool for a

person to participate effectively in social life. It is also a vehicle to transform

individuals to become better and successful people in terms of their speaking and

writing skills besides creating opportunities to achieve scholastic success. It is a

necessary behaviour to polish one’s survival skills and in making better judgements in

viewing ideas, thoughts and the surroundings in this advance age where information

is seeked every second.

An individual’s regular reading in a consistent manner creates positive reading

attitude and habit within himself or herself. In accordance to that, these characteristics

are vital for the individual to see the world in a more refined manner, such as in making
1
correct judgements or decisions in a systematic and rational manner. To achieve this

level, extensive reading is definitely important for the enhancement of reading skills

and acquisition of knowledge (Tien, 2015). Teachers are often referred to as

knowledge providers to their students, thus they need to possess a good reading

behavior and should be motivated readers.

Reading is an essential and effective language skill to extract information,

attain knowledge and deliver views on many genres. To the language teachers,

especially English language teachers, reading should be enjoyed as its benefits are

many. Reading extensively and continuously would help transcend the information,

knowledge and views read in various ways. One way is to build their ideology and

perspective in many aspects as in helping them in their teaching methodology and also

in instilling reading culture among their students. In addition, a good reading attitude

and habit among the people in the society would help develop and progress the

society’s education, social and economic condition effectively.

Literacy and language are intertwined. Reading and the language used for

reading are also interrelated. Since this study focuses on English reading attitudes and

habits among primary school English language teachers, the language and literacy

would address mainly on English language and teachers who teach this language. To

language teachers, especially primary school teachers, who are providers of knowledge

and values to young minds in the school, it is an essential habitual action that they

should possess a very positive reading attitude and good habit to keep abreast with the

needs of their pedagogical principles and strategies of teaching.

2
 A habitual reading teacher is very important and relevant as a role model and

means of reference for his or her students. Besides, where language is concerned, the

primary school English Language (EL) teachers play major roles in portraying model

readers to their students. Gambrell, (2011), also mentioned that this was obviously

true for students to also be good readers in their later grades as well. Teachers by and

large should then portray themselves as good readers first before they teach reading or

other language skills effectively to their students. The importance of adults modelling

reading as an important and pleasurable skill (Brown, 2009) creates a greater impact

on their students rather than teachers often telling their students to read.

In the Malaysian context, EL plays an important role not only as a second

language, but also as a language of reference and importance in schools and higher

learning institutions. Attaining the proficiency of this language is indeed an asset to

its learners, especially the teachers and students alike. EL proficiency is a desirable

form of social and linguistic capital, whereby individuals seek to acquire it and

governments want to promote it (Baldauf, 2012).

A model and proficient language teacher carries many forms of characteristics

as an educator in and outside classroom. Teachers are often looked upon by parents

and the society in two aspects. Firstly, teachers are looked upon for their credibility

in delivering knowledge and information effectively to their students. Secondly, the

portrayal of their personality traits such as being helpful, kind, caring and motivating

towards their students.

3
 Therefore, to be able to carry out the 21st century teaching environment in the

classroom, teachers have to be affluent, efficient and effective in delivering their

lessons with the latest strategies and approaches. To do so, they need to possess

positive attitude towards reading which would lead them to be habitual readers. Thus,

EL teachers play very crucial role as good readers to promote a higher level of EL

proficiency and also as examples of good readers to their students.

1.2 Background of the Study

In the Malaysian Education Blueprint year 2013-2025, the Second Shift

mentions the need in up skilling the EL teachers’ language proficiency. One good way

for the EL teachers to attain that is through reading extensively. It is mandatory for the

EL teachers to cultivate positive reading attitude and good reading habit within

themselves. A high level of standard and language proficiency in the English language

is a necessity for teachers who are teaching that subject. Generally in all countries,

teachers are the assets of the development of the society. Their commitment to instill

knowledge and values besides language proficiency in their students are very essential.

In addition, the need to be affluent in EL is a must to teachers of the EL. The weight

is even greater since EL is the second language in Malaysia. Indirectly, EL teachers

become an important factor who fulfill the aspirations of the country and their

students’ future achievements.

Teachers who read widely and who are interested in reading are often

exemplars to their students and schools. Furthermore, it is undeniable that primary

school teachers are relatively important in influencing their pupils to have a passion

4
for reading. As language teachers, they are the models to create a reading-promoting

classroom environment. In relation to that, teachers have to patronize themselves in

positive reading attitude and good reading habit so that they can instill these

characteristics in their students.

In the lifespan of a teacher, reading is an essential behavioural factor

particularly as they respond to new demands and changes in their teaching career.

However, the question is always how much and what the teachers read to make them

proficient readers. Researchers have also often mentioned that a teacher’s ability to

encourage a disposition to read may be linked to their personal reading habits and

views of literacy (Applegate & Applegate, 2004; Powell-Brow, 2004). If the teachers’

personal reading habit and his or her view on literacy is positive, then his or her

disposition to read would be higher. Hence, it can be summarised that teachers who

possess more enthusiasm in literacy attitudes and behaviours would be more effective

in reading and at the same time their pedagogical practices and in cultivating their

students to read inside and outside of the classroom would be greater. Nevertheless,

it can also be stated that teachers who are good readers may enhance their teaching

practices, proficiency level and their confidence in their EL.

Malaysia aspires to become a fully developed industrialized nation by the year

2020. Based on the aspirations to become an industrialized nation, Malaysia has made

many conscious efforts to improve and develop literacy so that it will achieve a literacy

rate of 100% by the year 2020 (Inderjit, 2014). Knowing this, the National Library of

Malaysia has initiated various efforts to encourage reading to the population in

Malaysia. Furthermore, in developing an information rich society means that there

5
need to be sufficient local and abroad reading materials to meet the needs of the people.

Various reading genres and resources are still scarce in departments of education in

Malaysia, especially in school libraries. Authentic or e-reading materials are not

available in abundance for teachers. It is indeed an issue to be looked into by the

responsible departments. It is also an urgent matter because most reading materials

are expensive in Malaysia.

In the last decade, concerns on improving the quality of education have led to

several initiatives being taken by the Malaysian government. In regard to that, in year

2012, the Malaysian Education Blueprint was presented to enable a reconstruction in

the educational policy. One of the many reasons seriously debated was the declining

level of English language proficiency and fluency among graduates. It was considered

as one of the major factors contributing to the graduates being unemployed.

A survey conducted by the Malaysian government published the results on

graduate employability in 2012. One of the survey findings from Malaysian employers

stated that the most common problems among graduates seeking jobs was their poor

command of the English language (55.8%) followed by poor character/attitude or

personality (37.4%) and unrealistic salary/benefits (33%), as stated by the Ministry of

Higher Education Malaysia (2012). It was and still is a serious issue because though

many ways and channels are available to learn and apply the English language, the

tendency of not being competent in the language is still obvious among many students

and teachers. Where English language competency is specifically concerned, studies

have shown that there is a global concern about the increasing gap between the level

6
of competency of the graduates and the level needed for employment (Sarudin et al.

2013).

A survey done by the Ministry of Arts and Culture in 1996 indicated that

Malaysians do not have much interest in reading because 60.4% survey respondents

mentioned that they have other interests besides reading. 15.2% stated they have no

leisure time and the rest indicated having no interest in reading.

The issue of literacy and English language proficiency among teachers are

often highlighted in the media. Generally, Malaysians’ reading habits are not

considered very satisfying. The survey conducted by the National Library of Malaysia

in 2010 revealed that Malaysians have shown a better increase in their book reading,

which is 8 to 12 books a year. The recent statistic highlighted by the National Library

of Malaysia showed that the reading materials borrowed by readers increased from

24,715 books in January 2017 to 28.846 in March 2017. However, statistics still show

that readers in the western countries read at least 20 books per year.

To address the reading issue recently, the Youth and Sports Ministry of

Malaysia, Khairy Jamalluddin, came up with a 'Read Malaysia' campaign to cultivate

the reading habit amongst the Malaysian youth. He mentioned that, as stated in the

daily newspaper ‘The Sun’ on 16 April 2016, that it is important to encourage

Malaysians to develop the reading habit from young. He added the programme is

launched with the collaboration of relevant parties like the National Library and

Education Ministry of Malaysia. Khairy also quoted the popular statistics which

7
revealed Malaysians on average read only two books per year and emphasised this has

to change.

In the popular Bernama news, dated June 15, 2016, the Raja Muda of Perlis,

Tuanku Syed Faizuddin Putra Ibni Tuanku Syed Sirajuddin Jamullail also mentioned

that the nation’s reading habit is still considered quite low. He stressed the reading

habit was found to decrease as a person aged. He highlighted Malaysia as being far

behind where the reading habit is concerned compared to other developed countries in

the world. His speech at ‘Titian Kasih Mega’ programme at Sekolah Menengah

Kebangsaan (SMK) Merpati, Kangar, Perlis also addressed the importance of reading

practice to increase knowledge as well as to cultivate the language at an early stage

and the best approach in fostering knowledge of a nation, as well as to generate mental

development of a person is through the practice of continuous reading, and not just for

examination-oriented reasons. He further urged schools to encourage the reading habit

by giving several suggestions such as by classifying important topics for easy focus by

the students, holding an hour after school hours and participating in activities such as

short stories, essays and article writing contests or competitions. He also added that

besides conventional reading materials, the use of electronic reading materials such as

laptops and electronic books should be encouraged.

In the Malaysian Vision 2020, the government of Malaysia has set a goal to

achieve the status of a developed country by 2020 (Sarji, 1993). One of the key

objectives was to ensure that the Malaysian population has achieved a certain level of

competency in the nation’s second language which is the English language. This

burden is in fact put upon the shoulders of the language teachers and it is a big

8
responsibility for English language teachers. If the English language teachers are not

competent enough in that language, there would be another major issue here.

Therefore, it is of utmost importance that English language teachers prepare

themselves by having a positive attitude towards reading, often indulging in reading

and making reading a routine habit.

In line to that, the Ministry has worked with the Teacher Education Institutes

or Institut Pendidikan Guru (IPG) and the Ministry of Higher Education (MOHE) to

ensure that the quality of the curriculum and lecturers are upgraded to deliver the kind

of teachers desired for the nation. The Ministry also introduced more stringent

graduation requirements in the hope that only the best trainees are able to graduate and

be guaranteed placement in the Malaysian schools.

The MOHE starting from year 2013 intended to raise the entry bar to Teacher

Training Institutes and only the best candidates were to be recruited as teachers. This

meant that the Ministry of Education was seriously enforcing entry standards to ensure

that 100% of every teacher training intake meet the minimum academic requirement.

In accordance to that, the Ministry also worked hand in hand with the MOHE to ensure

that the same standards were put in place in the Public Higher Education Institutes or

Institut Pengajian Tinggi Awam (IPTA) teacher training programmes. Though the

move or rule was a positive one, it also has to consider the candidates’ other qualities

such as their abilities in speaking and reading. If these individuals do not have the

reading interest, they may surely cause a certain degree of harm to the entire

programme.

9
 Reading helps to mould a person’s character and having a positive attitude and

good reading habit, reading the right type of books; that is, books that entertain but, at

the same time educate, is very crucial (Busayo, 2005). Teachers’ lives are much

connected to the requirement of reading because many activities surrounding their

environment need the ability to read. In this scenario, the role of the teacher as a good

reader or who reads at a regular basis is more likely to provide opportunity for students

to engage more in reading. This is because teachers who are avid readers of various

types of reading materials would absorb certain types of methodology or strategy in

their teaching practices which would benefit their students’ knowledge and proficiency

level. It would also promote the teachers’ status-quo in the teaching profession.

Teachers who read for pleasure gain benefits in terms of increased vocabulary,

enhancing their writing skills and critical thinking and also on new or latest ideas in

the teaching and learning which are much needed in today’s 21st century classroom.

Reading for pleasure or recreational reading has been found to improve reading

comprehension, writing style, vocabulary, spelling and grammatical development

(Krashen, 1993). These rewarding effects will help the development of the language

teachers. Positive reading attitude and good reading habits play critical roles in the

development of academic and intellectual prowess and the associated socio-economic

benefits which is much needed for teachers generally. The influx of reading teachers

definitely would have positive influence on the public education at all levels gradually.

Reading has to be generally accepted as a way for reaching new information

and should be consistent with the comprehension capabilities of the individuals

(Ozbay, 2006). In this light, teachers in this era must instill this culture in them first

10
and be more advanced readers than their students. Only then can they arouse a positive

reading sensation among their students. In other words, the reading preference of one

person as a pastime or pleasure can be seeking for information for another (Ogeyik,

2008). Cultivating a positive and good reading habit thus is vital especially among

language teachers.

A study conducted by Ambigapathy (2000) on trainee teachers to extract

information on their literacy behavior stated that trainee teachers should understand

the critical role they play in the education of young people. In his research he also

claimed that the teachers’ literacy behavior influences their students’ literacy behavior.

Thus, the study indicated that the trainee teachers have to instill positive reading

attitude and habit toward reading from the time they are trained in the teacher training

institutions so that this attitude and habit would continue to manifest when they

become trained teachers later.

The role of EL teachers, in students’ reading development has been a

debatable subject in the past years in Malaysia and in even every part of the world.

Reading, especially reading English language materials, helps the students to progress

better in the language. It is thus the duty of the language teacher to instill this value in

their students. A teacher should be a reading model because literary skills have

concrete stand on affecting the cognition development. A good reading habit actually

helps the process of ‘mental growth.’ In addition to personal and mental developments,

reading is an access to social, economic and civic life development (Clark and

Rumbold, 2006). As EL is the second language in our country, EL teachers should

play the important role in seeding the ‘mental growth’ in their students.

11
 In fact, teachers’ habits and practices are important for improving the

educational processes in terms of mastering the language skills, especially in primary

schools. Trelease (2006) observes that teachers are seldom seen reading. A good

teacher must have a broad information base and should not depend on their lesson

notes, which cannot contain all the information on a given topic (Palani, 2012). In

brief, positive literacy behavior has to be inculcated throughout the lifespan of a

language teacher.

The researchers, Sulentic-Dowell, Beal, and Capraro (2006), based on their

study, found that Mathematic teachers who read for pleasure were more likely to

engage students in various exciting strategies to solve mathematic problems. In line

with that, the survey conducted by Applegate & Applegate (2004) also agree that

literature circles and book clubs are more optimistic when led by teachers who view

reading as an aesthetic value. Reading teachers stand as role models to motivate their

students to read as a pleasurable task. Since reading is a complex process and can be

challenging, it is believed that if it is cultivated and motivated, it would eventually

develop a love for reading for the teachers, as this is a necessity in their career.

Teachers who possess good reading habits exhibit good reading culture which

can help the growth of the students’ academic achievement and their judge mental

analysis. Therefore, it is definitely important to participate in various types of reading

because one could increase his or her “vocabulary development, fluency,

comprehension and general intellectual development” (McKool, 2007, p.111).

Reading also helps broaden the readers’ experiences and general knowledge

(Abreyrantha & Zainab, 2004). In saying so, the important people who can play

12
effective role in encouraging pupils to read actively and extensively would be teachers

who are avid readers.

Applegate and Applegate (2004) stated that the teacher as an explicit reading

model is believed to be one of the key factors in motivating students to read. Recent

research has also indicated teachers’ classroom teaching methodoloy may be linked to

their leisure reading habits as what Mc Kool and Gespass (2009) highlighted that

teachers who read often for pleasure were more likely to use a variety of best practices

in classroom teaching. In short, by modeling a personal excitement for reading,

teachers can help to motivate students (Applegate & Applegate, 2004) to be better

readers.

Reading endearment and putting passion towards reading as a routine habit in

teachers should be a prerequisite task instilled in all teachers. Teachers, especially

primary school teachers are the pillars of building a young reading society. They are

actually the foundation to this fast-moving society of high technology and automation.

Hence for sure they need to possess a good reading behaviour to create a reading

culture among their students. It is a fact that the organisations of all academic

achievement has caused a high demand for the quest of reading. And the ability to read

efficiently and effectively is definitely a key to success for language teachers. Since

reading is one of the most effective means of developing an individual and to maximize

the potential of an individual, a strong culture of reading is essential. The lack of good

reading habit may threaten the society deeply for professional advancement.

13
 Reading habit among Malaysians has been stressed since the early 1970s

because reading had an impact on the growth of Malaysia’s socioeconomic

development. However, the interest or habit of reading among Malaysians is not an

encouraging scenario as until today the percentage of habitual reading among

Malaysians is not very encouraging. According to the National Literacy Survey carried

out in 1996 by the Malaysian National Library, the average Malaysian reads only two

books a year. In 2010, the statistic showed an average Malaysian only reads two to

eight books per year, though the Malaysian government targeted to have Malaysians

read at least 10 books yearly from 2010. On 31st January 2007, Datuk Wong Kam

Hong, the then Cultural, Art and Heritage Deputy Minister, stated that Malaysians only

read an average of 5 books a year in 2006. The statistic he mentioned revealed that

people in Britain and Japan read an average of 20 books a year. That information on

reading habit does not reflect a reading society among Malaysians.

The Audit Bureau of Circulation released its first half of 2016 The Star

newspaper readership, revealing that it remains the nation’s highest circulated English

daily newspaper in Malaysia at a circulation of 359,442 on a daily basis. Even the

epaper rose by 5% from 105,645 to 110,883 in the second half of 2015. This revelation

though is positive and heart-warming, however, showed that half the total number of

readers were from the age group of over 40. The second highest group comprised

readers’ aged between 30 and 39. Seriously, this cannot be much applauded because

the reading group was not from the age group 18 and 25. In fact, based on Nielsen’s

latest survey, the daily readership of ‘The Star’ grew to 1.4 million readers in 2016,

the readership statistic does not exactly reveal who were the readers.

14
 In another survey, the National Statistics Department as mentioned in the daily

newspaper ‘The Malay Mail’ on August 27, 2006 stated that more than half of the

60,441 odd Malaysians surveyed, said they read less than 7 pages a day. It also

revealed that 55% of those aged 10 to 24, read books. The National Statistics

Department’s statistics earlier in 2002 in fact exposed that Malaysian students read

two books a year. However, it did not reveal any e-reading statistic. The whole

scenario indicates that most young Malaysians do not read enough. A nation that is

developed should have the quality or state of a literate society which means reading

takes place not only at surface level but at all levels of age and situations.

To add on Cox and Guthrie (2001) observed that, teachers’ reading culture has

a strong impact on the acquisition of reading skills and strategies which are vital in

acquiring reading frequency, motivation, and cognitive ability. Thus, an increase in

reading attitudes may boost the cognitive abilities of the teachers. Teachers somehow

or rather need to face the 21st Century reading culture, whereby reading becomes a

continued resource for the acquisition of new knowledge and skills, for gaining

information through media like newspaper, books, magazines, television, computers

and hand phones. It is evident that reading and information skills need to be often

updated and if teachers lack to attain all these resources to read actively, they may be

left behind in this fast moving generation.

Most teachers in both primary and secondary level, focus their interest in

reading when there is a necessity, for example to obtain information to substantiate

their teaching materials or merely reading the newspaper for the sake of knowing the

current issues. It is not done in a regular basis or as an enjoyment. Most teachers at

15
this present situation have to be computer competent, furthermore the information age

requires one to operate the computer well, to master the skills of computing and

understanding or adopting the new technology. And to be able to operate all these

functions, one still needs to read. Currently, online reading, particularly in the EL, is

another important means of reading habit in today’s scenario which compliments to

other mediums of reading.

However, the latest audio visual and online materials may not fully take the

significant role of reading the conventional way. It is because the conventional form

or method of reading often spreads to a wider dissemination of knowledge and

effective critical information. In such situations, our society may suffer when its

citizens cannot read adequately. Reading is a fundamental and reliable essence to boost

the mind capability and it is definitely necessary when a literate society is to be formed.

There is no single doubt that reading makes a huge difference in Education and

Information. Reading makes great difference as an entertainment tool with its

expansion of internet activities. Teachers are able to use computer games as tools to

tackle classroom activities, tests, and examination. To do so one still requires cognitive

stimulation for better reading understanding. Though games are fun and enjoyable and

are excellent on computers, reading is still required for better functioning of the games.

Obtaining this reading skill is therefore a pivotal requisite for all especially teachers,

because they have to keep track with changes and an effective reading habit can help

them to be better educators. Therefore, the teachers’ attitude towards reading have to

be positive to enable them to make the significant change in education and information.

16
 The context of literacy instruction and personal attribution in addition to

cognitive development will influence the teachers’ reading success in profound ways.

Wang (2000) suggests that a positive attitude toward reading is essential for adequate

literacy development whereby the teacher’s knowledge of reading development and

pupil reading achievement are closely related. Therefore, when planning instruction,

they will make provision in daily lessons for factors such as pupils’ motivation to read.

For example, choosing to read will be an important ingredient of interest to them which

will mold a powerful motivator to foster independent reading habits in their teaching

career. In a research conducted by Martinez, Arical, and Jewell (2008), it is stated that

children’s attitudes toward reading, in and out of school, influence the amount of

reading in which they engage, which influence their actual reading skill. Therefore, if

the teacher is a reading teacher, she will encourage and motivate her students to read

too.

A large portion of time of the language teachers is spent on working with

written sources of information, and because there is a great deal of material to be

covered in a short amount of time, it is essential that their reading is both purposeful

and efficient. Knowing how to read effectively involves understanding the structure

of texts, how to read for different purposes and how to reflect their reading. We read

to discover meaning in a text, that is, to determine that conclusion can be drawn about

the various messages the text contains. This ability is needed to be good teachers in

their teaching process because as teachers, they have to be creative and innovative in

digesting reading materials and processing them into motivating activities in

classroom teaching. Wagner (2002) stated that reading is not only a language skill but

also a means of educating and developing an individual and a society.

17
 Reading is merely not about comprehension or how much you read at surface

level, but is about readers who are able to assess text-content critically because only

through this type of reading, it would create a better human resource development.

Thus, in order, to keep abreast with current development, the teacher society must read

relevant publication and materials abundantly. Block, Oakar & Hurt (2002) indicated

that successful literacy teachers in the primary phase are often knowledgeable about

children’s literature, prioritize the importance of meaning, and teach through whole

texts. These teachers deliver their lessons effectively and in an enjoyable manner.

Applegate and Applegate (2004) in their study identified that though many

students are proficient cognitively but they are reluctant readers. This is because

reading is not a preference to them. As such, it is the duty of the teachers to be the

mediator to instill and cultivate in their students good reading habits because a lack of

this reading habit in them may lead them to not take reading seriously. As teachers,

they have to be cognitively active too

Being role models, teachers need to set examples to their students as

proclaimed by Applegate and Applegate (2004) in their metaphoric reference “Peter

Effect- How can I give what I myself do not have? (as cited by Nathanson, Pruslow &

Levitt, 2008). Teachers are considered to be the chief drivers to ignite a lifelong

reading habit in their pupils. Since education all around the world revolves around

teaching and learning, materials and approaches, teachers themselves must initiate a

picture of avid readers to promote good reading habits.

18
 McKool and Gespass (2009) who surveyed 65 elementary school teachers on

leisure reading habits found out that less than half of them reported reading for pleasure

on a daily basis and 26% reported no time spent for leisure reading. Some other

researchers who conducted similar research also exposed that teachers are not usually

enthusiastic readers and mentioned little or no pleasure in reading (e.g., Applegate &

Applegate, 2004; Draper, Barksdale-Ladd, & Radencich, 2000; Mueller, 1973; Smith,

1989). The ascending levels of reading interest among teachers who are responsible to

carry out the task to educate the society to beome a successful literate society may

have negative implication for young children, if they do not deliver their tasks

effectively. Therefore, it is very important for teachers to cultivate within themselves

good reading habits.

Research by McKool’s (2007) in addition has found that there is a strong

relationship between the number of out-of-school reading and their success

academically in school. It has also been found that students’ academic levels do not

remain the same with no growth, but their academic level actually drop if they do not

read during their free time (Hughes-Hassell & Lutz, 2006). This clearly reflects that

leisure reading also helps broaden the readers’ experiences and general knowledge as

mentioned by Abeyrantha and Zainab (2004). Thus, when teachers portray and mirror

positive and good reading habits, their students would be motivated and guided to be

good readers too. Hence, it is definitely important for the language teachers to be

teachers of reading.

Besides, teachers should be acquainted with various reading strategies such as

engaged reading. Engaged reading actually broadens a reader’s interaction with the

19
text and it becomes a connection between a community of readers and society at large.

Teachers who are engaged readers, often recognize the value of reading and their own

potential as readers and learners (Cremin, 2009). It is also a necessity that teachers

should practise this development of recognition by providing themselves with access

to multiple sources of reading and resources for learning. This coincides with

Rosenblatt’s (2005) belief that teachers should often focus on measurable skills rather

than merely on enjoyment of reading.

It is apparent therefore that teachers, especially language teacher to realize that

reading is one of the most important skills that would help enhance their teaching and

learning plus the pedagogical application process when they are in the classroom,

conducting the lesson. Besides, teachers should be aware of the materials they choose

to read which would help them boost their reading attitude and habit. In Malaysia,

much of the interest in literacy in reading is due to the perception that it is merely a

skill to master and the materials that they read are not so important to be taken into

consideration. However, the importance of reading and the materials they read are

actually the benefits they gain due as habitual readers are often not discussed widely.

There is also widespread agreement that the nation’s teaching scenario and

environment are not giving much room for reading. This is because the pressure and

burden of paperwork and workload of teachers, take much of their time in school,

hindering them to create a positive attitude towards reading. Teachers who are

burdened with much clerical work such as keying in marks and recording scores and

progress of their students, leave them with little time to concentrate on leisure reading.

Furthermore, most Malaysians, including teachers, do not practice the culture of

20
buying books on a regular basis. Thus, their reading habits do not progress positively.

The tendency of instilling a good reading habit is therefore shattered. Most libraries

in schools in Malaysia do not cater suitable materials for teachers to read, especially

English reading materials. This is another reason English language teachers lack the

interest to read.

To add on the reason why teachers may not be interested in reading is because

their reading habits are not instilled from young and in school. According to a survey

conducted among eighty first year students who enrolled for the Bachelor of Arts in

English Language and Literature Studies programme at the School of Humanities,

USM by Rosy and Sarjit (1998), revealed the reading habits and the students’

perception of their reading ability did not commensurate with the expectation of the

lecturers. The study was on English Language and Literature Studies programme

students who were undergoing their programme in English. The situation is more

alarming among our teachers who are not from the English option. In short, EL

teachers reading attitude and reading habit cannot be said to be sustainable.

1.3 Statement of the problem

Teachers generally should possess positive reading attitude and good reading

habit to improve their language proficiency and teaching strategies in the classroom.

Since most teachers are the main vehicle to design curriculum and syllabus, their

behavioural reading habit play an important role to the education system. Teachers

generally need to have a good grasp of reading because they are directly involved with

learners in schools. A good teacher must have a broad information base and should

21
not depend on their lesson notes, which cannot contain all the information on a given

topic (Palani, 2012). However, Trelease (2006) stated that teachers are seldom seen

reading. A study conducted by Tharumaraj (2016) among 65 secondary school EL

teachers around the Klang Valley revealed that respondents do read but is not their

main choice when it comes how they spend they spare time.

In a latest campaign to address staff skills, 70,000 teachers of English were

required to pass the Cambridge Placement Test by 2015, or be moved to other roles

(Ministry of Education Malaysia, 2013). The Education Ministry introduced the

Cambridge Placement Test (CPT) and Aptis test to assess the English language

proficiency level among English language teachers. The question here is why these

types of tests are required for EL teachers? Are they not proficient enough in the

language or are they not avid readers of the English language?

Teachers who have yet to meet this standard would have to attend intensive up

skilling courses which is actually stipulated in the Malaysian Blueprint. This is an

issue of concern because obviously this signalled the poor performance of the EL

teachers’ language proficiency and competency. One of the reasons maybe due to the

EL teachers’ ignorance to read extensively which reflects their reading attitude and

reading habit.

The habit of reading for pleasure and as a pastime is limited among the general

Malaysians. Most teachers are often confined to heavy workload at school such as

paperwork activities (filing, filling in daily, weekly and monthly information of their

students learning progress and exam marks, preparing and marking test and exam

22
papers etc.), courses and meetings to attend which take away much of their time and

resulting in them not having much time and opportunities to indulge in leisure reading.

Therefore, teachers hardly have much time to read during their working hours.

When they reach home, they just want to relax maybe by watching television or merely

just reading the newspaper. For them this is sufficient reading. Mass media is a great

influence which diverts people from showing much interest in reading books,

magazines and journals, among other factors (Palani, 2012). Thus, teachers’ reading

habit may not be due to their literacy problem but due to other affecting factors as

described above.

Since Higher Thinking Order Skills (HOTS) are included in our present

curriculum, teachers who are effective readers would be better practitioners in

embarking these skills to the pupils in the classroom. Teachers of all levels not only

need to be effective readers but they also need a strong foundational knowledge about

the literacy process (Applegate & Applegate, 2004; Dobler, 2009). A teacher who

reads vastly would be able to identify and apply various teaching strategies and

approaches effectively in her lessons. A teacher who reads regularly also would gain

a lot of knowledge and information to tackle her or his students to participate and learn

better in the classroom situation. In the long run, it would enrich and enhance not only

the teacher’s content knowledge but also instill positive reading values in her. Only

through a positive reading attitude, teachers can develop and share best practices

among their English Language counterparts in their school, district, state and also the

nation.

23
 One cannot discard the importance of the English Language as being the lingua

franca and the vehicle to extract information worldwide through its reading materials,

both printed and online. Many reference books and resources are available in English,

and in most of the local libraries and bookstores, English materials are widely

displayed. As language teachers, they need to keep abreast with all these reading

materials so that they are not left behind to pursue the latest information which they

can transfer to their students.

There are gaps in the existing reading research. In Malaysia, most studies on

reading attitudes and habits do not focus specifically on primary school EL teachers.

Thus, due to this limitation, it is commendable that this survey research is conducted

to investigate the reading attitudes and habits of primary school English language

teachers, their purpose of reading and factors that hinder them from reading. This study

also provides necessary recommendations to the various educational departments

concerned on the importance of positive reading attitude and habits among primary

school English language teachers in Malaysia.

1.4 Objectives of the study

Reading is an important tool in this era of information technology to personal

social development and in imparting knowledge for teachers. Being the second

language in the country, EL teachers in primary schools play a very vital role in

enhancing their proficiency of the language first. The most significant skill for them

to enhance their proficiency in the EL is through the reading skill. Hence the main

24
objectives of this study are to gather and analyse relevant information, and at the same

time, provide necessary data on:

a. primary school EL teachers’ attitudes towards reading,

b. reading habits of primary school EL teachers in terms of time spent on

reading English materials weekly

c. reading habits of primary school EL teachers’ in terms of

i. preference of reading printed and on-line materials in English

ii. preference of reading printed and on-line books of different

genre English

iii. preference of reading different types of printed magazine in

English

d. primary school EL teachers’ purpose of reading and factors that hinder

them from reading

1.5 Research Questions

The purpose of the study is to obtain and analyse information on primary

school EL teachers reading attitude and habits. Thus this study attempts to answer the

following questions:

Research Question 1: What is the primary school EL teachers’ attitude towards

reading?

25