Pollard, A., Black-Hawkins, K., Hodges, G. C., Dudley, P., James, M., Swaffield, S., Linklater, H., Swann, M., Turner, F., Warwick, P., Winterbottom, M., & Wolpert, A. M. (2014). Reflective Teaching in Schools. London: Bloomsbury.

has been cited by the following article:

• TITLE: Factors Affecting Reading Comprehension among Malaysian ESL Elementary Learners

  AUTHORS: Stephanie Kiew, Parilah M. Shah

  KEYWORDS: Reading Comprehension, Motivation and Interest, Prior Knowledge, Vocabulary Knowledge, Gender

  JOURNAL NAME: Creative Education, Vol.11 No.12, December 17, 2020

  ABSTRACT: This study explored Level 2 primary school English as a Second Language (ESL) learners’ reading comprehension skill of a sub-urban school in Mukah,Sarawak. The objectives of this study were to identify the factors thatcontri-buted to learners’ comprehension skill, and to compare these factors in termof gender. The respondents comprised of 50 males and 50 females agedbe-tween 10 to 12 years old from major ethnics in Mukah namely, Melanau,Iban, Malay and Chinese. A set of questionnaire that consisted of 16 questions were administered viaGoogle Form. The findings suggested that motivation andinterest, prior knowledge and vocabulary knowledge influenced learners’reading comprehension skill. In addition, there was no significant relationship between genders and these factors. The findings from this research were important to determine reading strategies based on the factors listed to help the poor readers.