The limited mastery of reading skills will forestall the success of pupils not only in both the classroom and school environment but will also influence the pupil’s life. Nonetheless, the ability to master reading skills is an issue for dyslexic pupils. This study designs META ProBaca module based on metacognitive theory, interactive reading model and the standard curriculum of primary education for the pupils of special need. This article examines the literature review on dyslexia, metacognitive, reading interactive, the standard curriculum of primary education for the pupils of special need, reading comprehension and reading fluency. This discussion aspires to configure the conceptual framework of the META ProBaca Module to enhance reading comprehension skills and reading fluency among dyslexic pupils in the Primary Integration Special Education Program. Predicated on the conceptual framework, the study is split into two phases namely the module development phase and module evaluation phase. In the development phase, there are one theory and two models that are adopted Flavell’s metacognitive theory (1976), Interactive Reading Model (1977) and The Special National Curriculum Standard for Primary Education Curriculum (KSSRPK) Learning Problem (2017). The Four elements that are implemented in the creation of META ProBaca Module are knowledge, experience, targets and strategies. This is a homogeneous quasi-experimental type of study. The researcher splits the experimental group into two groups that are treatment and control group. The treatment group will be taught using the META ProBaca Module. The result of using the META ProBaca Module is anticipated to assist dyslexic pupils to master the skills of reading comprehension and fluency.
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In-Text Citation: (Yunus & Ahmad, 2019)
To Cite this Article: Yunus, H., & Ahmad, N. A. (2019). A Conceptual Framework for META ProBaca Module in Improving Reading Comprehension and Reading Fluency among Dyslexia Pupils. International Journal of Academic Research in Business and Social Sciences, 9(11), 1187–1200.
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