The Effects of Using the Explicit Teaching Model on Reading And Spelling Abilities of Prathom Suksa I Students at Subyai Wittayakom School in Chaiyaphum Province
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Abstract
The purpose of this study was to (1) compare the abilities of Thai spelling and
writing between before and after by the Explicit Teaching Model of Prathom Suksa 1
students of Subyaiwittayakom School, Chaiyaphum Province. The research sample
consisted of 22 Prathom Suksa 1 students studying in the first semester of academic year
2014. The research instruments included 8 lesson plans of the Explicit Teaching Model
Learning Activities for 16 hours. 20 items of an ability test on reading and 10 words of
spelling test. The difficulty value of them was 0.40 – 0.80, the discrimination value was
0.36 – 0.82 and the reliability value was 0.82. 20 items of an ability test on writing and 10
words of writing test. The difficulty value of them was 0.30 – 0.80, the discrimination
value was 0.36 – 0.84 and the reliability value was 0.86. The statistic employed for data
analysis was t-test (Dependent or Matched Pair Sample).
Research finding revealed that the students had post- reading and writing
abilities using the Explicit Teaching Model was significantly, at the .05 level than their prereading and writing
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