Abstract
AbstractThis paper describes a conceptual framework for developing reading instruction in the Malay language for low-progress early readers in Year One who have not responded adequately to the traditional method of reading instruction in schools. Scientific knowledge on reading and reading disabilities is reviewed and forms the basis for informing this conceptual framework. This framework is aligned to the structure of the Malay language and is also based on empirical evidence on word reading among beginning Ma lay readers in Year One. Evidence-based practice in a successful reading program for low-progress readers in English, the MULTILIT Reading Tutor Program, is reviewed to guide instructional practices suggested in this conceptual framework.
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