The case reported here focuses on how a group of English teachers at HKMLC Wong Chan Sook Ying Memorial School made use of the E-P-I-E (Evaluation-Planning-Implementation-Evaluation) framework to enhance the read-aloud skills of their P5 students.  The teachers of this school introduced a series of strategies to help the students develop accuracy and fluency in speaking.  These included, among others, a read-aloud diagnostic assessment task to gather data, and a questionnaire to identify the weakness and needs of the classes.  Based on the results and information obtained, the teachers first did remediation on more urgent aspects for improvement.  After that, they drafted a comprehensive implementation plan on phonics skills.  The plan aimed at helping students to improve fluency in using paralinguistic features of verbal communication at sentence level, and accuracy at word level.  The students also worked on a consolidation exercise and a self-study booklet on phonics skills.  Towards the end of the year, the results of the pre-test and post-test of phonics skills, a student questionnaire, and other artifacts showed that the students had made progress in phonic awareness, had developed an interest in learning vocabulary, had increased confidence in tackling unfamiliar words in reading aloud, and also had greater interest in vocabulary learning.