ABSTRACT
ABSTRACT: Teachers are particularly concerned with the development of reading skills in English. Fluent reading skills help to stir the minds of readers and incontrovertibly contribute to the conscious and unconscious thinking processes. Conventional methods suggest that teachers make little difference in improving pupils’ reading fluency unless through remedial classes. Research also shows teachers can make a noticeable difference by intervention to produce positive results. This paper creates an awareness of the potential of multi approaches to improve reading fluency in a selected primary school classroom in Selangor, Malaysia.
