The Impact of a Structured Reading Program on the Development of Reading Habits Among Preschool Students:

A Quasi-Experimental Study

RESEARCH PROPOSAL

By Sim Lee Meng

TABLE OF CONTENTS

• Research Problem and Objectives

• Research Questions & Hypothesis

• Significant of the Study

• Limitations of the Study

• Literature Reviews

• Research Methods / Design

• Sampling method and size

• Instruments used to collect data

• Early literacy predicts later academic achievement (Mol & Bus, 2011)

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• Preschool reading is often casual and teacher-directed

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• Children gain reading skill, not reading habit

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• Children show:

- Low voluntary reading frequency

- Short sustained reading duration (Schuler, 2024)

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OBJECTIVE OF STUDY

• To examine the impact of a structured reading program on preschool children’s reading frequency and reading duration.
• To determine whether the program increases voluntary reading frequency.
• To determine whether the program improves sustained reading duration.

RESEARCH PROBLEM

RESEARCH QUESTION

• What is the impact of the structured reading program on preschool children’s reading frequency and reading duration?
• Does the program significantly increase voluntary reading frequency?
• Does the program significantly improve sustained reading duration?

HYPOTHESIS

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• H₀₁: There is no significant increase in preschool children’s reading frequency after the structured reading program.
• H₁₁: There is a significant increase in preschool children’s reading frequency after the structured reading program.
• H₀₂: There is no significant increase in preschool children’s reading duration after the structured reading program.
• H₁₂: There is a significant increase in preschool children’s reading duration after the structured reading program.

(H₀-null hypothesis, H₁-alternative hypothesis)

• Expands early literacy research beyond skills (spelling, comprehension)
• Emphasises reading habits as measurable behavioural outcomes:

- Voluntary engagement

- Reading frequency

- Sustained reading duration

• Supports habit formation in structured literacy contexts

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• Guides preschool teachers in designing structured reading routines
• Promotes purposeful habit-building rather than random reading activities
• Aligns with Kurikulum Standard Prasekolah Kebangsaan (KSPK) emphasis on early literacy

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Practical Contribution

Policy Contribution

SIGNIFICANT OF STUDY

Theoretical Contribution

• Provides guidance for:

- Parents

- Curriculum designers

- School administrators

• Supports consistent literacy practices (Zaini et al., 2026)

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• Conducted in one preschool only
• Small sample size
• Limited generalisability to other schools or regions

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LIMITATIONS OF STUDY

Sample & Setting

External & Measurement Factors

Intervention Duration

• 4-week program only
• Captures short-term behavioural changes
• May not reflect long-term habit formation
• No follow-up assessment

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• Home literacy environment not controlled

-Parental support

-Existing reading routines

• Observational measures may involve social desirability bias

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Future Research Recommendations:

Future Research Recommendations:

Future Research Recommendations:

Larger and more diverse samples

- Longer intervention period

- Follow-up studies

More objective assessment tools

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LITERATURE REVIEW

Theoretical Perspective

Reading Skills vs Reading Habits

• Habit Formation Theory: behaviours become automatic through repetition and stable contexts (Bas Verplanken Wood & Dennis Rünger; Benjamin Gardner).
• Structured routines support attention and behavioural consistency (Herreras, 2024; Christiansen et al., 2022).
• Literacy research often emphasises motivation and cognitive achievement (Guthrie et al., 2007; Schiefele et al., 2012).

• Early literacy studies focus on skills (phonological awareness, vocabulary, decoding) predicting later reading success (Mercugliano et al., 2024; National Research Council, 1998).
• Reading habit = voluntary and consistent reading behaviour.
• Measured through reading frequency and reading duration (Grabe & Yamashita, 2022; Binfehaid, 2024).

Structured vs Unstructured Reading Practices

• Structured programs improve literacy outcomes (Wasik et al., 2016; Ashford, 2024; Tang et al., 2026).
• Incidental reading increases exposure but may not build habits (Cremin & Scholes, 2024; Ece Demir-Lira et al., 2019).
• Habit formation requires repetition in stable contexts (Wood & Rünger, 2016).

• Reading frequency: repeated engagement with print (Łuniewska et al., 2024; Cooper et al., 2026).
• Reading duration: sustained attention and engagement (Diamond & Lee, 2011; Öksüz et al., 2025).

Behavioural Indicators

• Most studies prioritise cognitive literacy outcomes rather than behavioural reading habits
• Limited quantitative measurement of reading frequency and duration
• Few studies apply Habit Formation Theory in early literacy research
• Preschool contexts, particularly in Malaysia, remain underexplored

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Research Gap

Conceptual Framework

(Based on Habit Formation Theory: Wood & Rünger, 2016; Gardner et al., 2024)

Structured Reading Program

Repeated Engagement

Increased Reading Frequency & Reading Duration

Development of Reading Habits

• This study employed a quantitative research approach to examine measurable changes in children’s reading behaviour.

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• A pre-experimental one-group pre- and post- test design was used to compare children’s reading behaviour before and after the structured reading intervention.

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• Reading habits were carry out through observable behavioural indicators, allowing objective measurement and statistical comparison between pre-intervention and post-intervention outcomes.

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• The design was selected because random assignment and control groups were not feasible in the natural preschool classroom environment.

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• Although the absence of a control group limits causal generalisation, the design is suitable for exploring behavioural changes within a real classroom setting.

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RESEARCH METHOD/ DESIGN

SAMPLING METHOD AND SAMPLE SIZE

Sample

Sampling Method

Participant Profile

Justification

• Small-scale sample allows detailed observation of individual reading behaviours
• Only children present for both pre- and post-intervention observations included for analysis
• Using an intact classroom enhances internal validity while maintaining natural learning environment

15 six-year-old children, final preschool year, Tadika Bijak Ria

Non-probability convenience sampling – entire class selected for accessibility and to preserve natural classroom structure

• Boys and girls from diverse socioeconomic backgrounds
• Prior exposure to basic literacy skills (alphabet recognition, simple word reading)
• No reported learning disabilities

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INSTRUMENTS AND INSTRUMENTATION

References: Christ et al. (2012); Ece Demir‐Lira et al. (2019)

Scoring: 10-point scale (1 = Never/Very Low, 10 = Always/Very High)

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Daily Observation Table

Daily Tracking Table

... Until Day 30

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Until

Stundent

15

TOTAL

Intervention

Session Structure:

• Teacher storytelling
• Guided questions & interactive discussion
• Independent reading time

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Purpose:

• Encourage active engagement
• Sustained attention
• Positive reading habits

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DATA COLLECTION PROCEDURE

Pre-intervention observation

Post-intervention observation

Baseline data recorded for each child, using a checklist (11 behavioural indicators + reading duration in minutes)

Structured reading sessions over 4 weeks, 5 sessions/week, 20 minutes/session

Same checklist under similar conditions

Notes: Observations recorded in real-time, only children present in both pre- and post-observations included

DATA ANALYSE METHODS

Data Preparation

Statistical Test

• Pre- and post-intervention scores calculated for each child
• Measures: Reading Frequency & Reading Duration
• Descriptive statistics: Mean of Differences & Standard Deviation

• Right-tailed paired sample t-test
• Compares the same participants at two time points
• Accounts for individual differences in reading behaviour
• Hypothesised an increase in reading behaviours
• Significance level: α = 0.05

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Variables Analysed

• Reading Frequency: Book selection, participation in discussions, engagement in activities
• Reading Duration: Total time spent in independent reading

• Microsoft Excel – suitable for small-scale educational studies

Data Tool

Purpose

• Provides objective evaluation of the structured reading program’s impact
• Determines whether the program significantly improves reading habits in preschool children

EXCEL

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