MASTER OF EDUCATION
RESEARCH PROPOSAL
College Code: 10214
Our Lady College of Education
TITLE:
Teacher’s Perception on assessing student’s
oral skill (reading aloud) in Rural Elementary
Schools in Chennai
Eligibility Application No: 1021421020
NAME OF THE APPLICANT: ELIZABETH.D
Proposal No-2
TITLE: Teacher’s Perception on assessing student’s oral skill (reading aloud) in Rural Elementary
Schools in Chennai
INTRODCUTION
The reading competence has a determining influence on personal, social and academic
success. Several researchers and practitioners have demonstrated the significant impact of
the read-aloud practice in different areas of reading development (Sipe, 2000). They also
noted its potential to increase motivation to want to read while building the knowledge
necessary for the successful acquisition of reading and writing. Reading aloud is the
foundation for literacy development. It is the single most important activity for reading
success. Decades of research highlight the instructional benefits of read-aloud. There is a
direct causal relationship between reading to children at a young age and their future
schooling outcomes. Giving students Reading skill has the power and promise to set
students on a path of lifelong reading. When instructional time is devoted to these practices,
we rouse students into embracing literacy as a perennial skill and practice (Ness, 2018).
Reading aloud increases the accessibility of texts to students, who are unable to read the texts
themselves (Ariail & Albright; Edmunds & Bauserman, 2006).
BACKGROUND OF THE STUDY
“Assessment is the process of gathering, recording, interpreting using and reporting
information about a child’s progress and achievement in developing knowledge skills and
attitudes”.
The importance of reading aloud assessment




Ensure the comprehension
Measure a student’s strengths and weakness in pronunciation
Confirm whether that student is gifted
Help students to find out about their weakness.
RESEARCH OBJECTIVES
To investigate teacher’s perceptions towards assessing student’s oral skill proficiency in
reading in Rural Elementary Schools in Chennai.
To identify differences of teacher’s perception on assessing student’s oral skill proficiency in
reading aloud in rural elementary school in Chennai in terms of teacher’s years of teaching
experiences and level of education.
RESEARCH QUESTIONS



What are teacher’s toward assessing students’ oral skill proficiency in reading aloud
in Rural Elementary Schools in Chennai?
Are there any difference in teacher’s perceptions toward reading aloud assessment
between teacher with difference level of education (Diploma, Degree and master)?
What are the factors that contribute to teacher’s perception assessing student’s oral
skill proficiency in reading aloud in Rural Elementary Schools in Chennai?
SIGNIFICANTS OF THE STUDY
IMPORTANCE TO FIND OUT



Whether teaching experience and level of education affect oral skill assessment.
Teachers’ awareness of the problem.
Other contributed factors.
LIMITATIONS OF THE STUDY




Limitation in time and cost.
Study will be conducted in Chennai District rural areas only.
Inadequate of English -option teacher
Difficulties in contributing the questionnaires.
Literature Reviews




Perceptions on reading aloud.
Perceptions on assessment.
Reading aloud in oral Assessment.
Oral Assessment in rural Elementary Schools.
RESEARCH METHODLOGY
RESEARCH DESIGN


Descriptive case study
Mixed Method
Quantitative Method Design
Information on the background of the samples; teacher’s experience of teaching
(<5years,5years or > 5 years) and their level of education (Diploma, Degree or Master)
Qualitative Method Design
Information on teacher’s perspective.
POPULATION AND SAMPLING
Quantitative



Cluster Random Sampling
80-120 samples from 30 Rural Elementary Schools in Chennai District.
Option -English teachers
Qualitative



Purposive sampling
12- 15 samples
Criteria -teaching experience (<5years,5years or > 5 years) and level of teacher’s
education (Diploma, Degree or Master)
INSTRUMENTATIONS
QUANTITATIVE DATA
Questionnaire Form


The participants’(teacher) background on its years of teaching and their level of
education.
Frequency on conducting the oral skill assessment and other skill’s assessment.
QUALITATIVE DATA
Interview
Views, the experience, belief and /or motivation of the participants in specific manner
regarding to their perspective on assessing oral especially in reading aloud.
DATA COLLECTION
Questionnaire form



Submit to 30 School to get 80-120 samples.
Will be collected in fortnight
With permission from the Head of the school.
Interview



12-15 samples in separate interview
15-20 minutes
Semi-structured questions-recorded by audio recorder tools.
DATA ANALYSIS
Quantitative data



Compile the data on an excel spreadsheet.
Interpret the data on answering each question.
Draw conclusions.
Qualitative Data



Constant comparative method
Use critical thinking to synthesize the data.
Examine the interviews for the teacher’s insight.
References
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
Anderson, R. A., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers:
The report of the commission on reading. National Institute of Education. Bandura, A. (1977). Social
learning theory. Prentice Hall
Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24,
323-335. https://doi.org/10.1080/0270271039022729
The Children’s Reading Foundation (2015). Conquering the readiness gap. Author.
https://www.readingfoundation.org/download/X9Fl1z
Department for Culture, Media and Sport. (2003). Framework for the future: Libraries, learning and
information in the next decade.
https://dera.ioe.ac.uk/4709/21/Framework_for_the_Future1_Redacted.pdf
Every Student Succeeds Act of 2015, Pub. L. No. 114-95, § 114, Stat. 1177 (2015).
http://www.everystudentsucceedsact.org/ Gold, J., & Gibson, A. (2001). Reading aloud to build
comprehension. Reading Rockets. http://www.readingrockets.org/article/reading-aloud-buildcomprehension
Koralek, D. (2003). Reading aloud with children of all ages. Reading is Fundamental.
https://www.rif.org/sites/default/files/Support_Materials/ReadingAloud.pdf
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new
vocabulary words. Journal of Educational Psychology, 86(1), 54-64. https://doi.org/10.1037/00220663.86.1.54