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Tipaporn Sujaree,1 Kingfa Sintoovongse2 and Suttirat Rujikietgumjorn3
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ABSTRACT
This research aimed to construct an instructional model to improve students' English reading comprehension skills through scaffolding reading experience strategies and to assess the efficiency of the English reading comprehension instructional model. The research methodology was comprised of three phases: contextual study, development of an instructional model and implementation of the model. Phase 1:
the contextual study was done in order to build an instructional framework of the reading comprehension instructional model for university students by using survey technique and review of related literature and research. The target group consisted of three experienced English reading instructors and one hundred undergraduate students majoring in English at Rajabhat Maha-Sarakham University. The data were collected by using a semi-structured interview form and a questionnaire on problems and difficulties in English reading comprehension. The data were analyzed by using percentage and content analysis. Phase 2: the English reading comprehension instructional model was designed and developed by the action research with six 3-hour-lessonplans. The target group was thirty undergraduate students of the English Curriculum Program at Rajabhat Maha Sarakham University who studied "Paragraph Reading Strategies" in 2/2008. The sample subjects were selected by purposive random sampling. The data were collected by using a learning behavior observation form, an instructional observation form and an English reading comprehension test. The research statistics used were percentage, mean, standard deviation and t-test. The data were analyzed by descriptive statistics and content analysis, and used to compare the reading proficiency of students before and after the experiment. Phase 3: the quasi-experimental research was done in order to assess the efficiency of the instructional model. The target group was sixty English majored undergraduate students who studied "Paragraph Reading Strategies" in 1/2009. The students were divided into two groups. Group1 studied who studied "Paragraph Reading Strategies" course with scaffolding reading experience strategies, and group 2 had a regular class of "Paragraph Reading Strategies" course. The data were collected by a reading comprehension proficiency test and t-test was used to compare the reading proficiency of the students before and after the experiment using t-test. The findings revealed that the English reading
comprehension model with scaffolding reading experience strategies for Rajabhat Maha-Sarakham University students consisted of two phases: 1) contextual study and planning, and 2) implementation. The implementation consisted of three main phases. 1. Pre-reading activities consisted of setting learning objectives and warm up activities, activating background knowledge and improving reading skills, introducing reading strategies. 2. While-reading activities consisted of reading to students, silent reading and guided reading. 3. Post-reading activities consisted of 1) writing questions after reading 2) summarizing and writing conceptual diagram 3) applying the knowledge and 4) assessment. The research finding indicated that the efficiency of this instructional model regarding the standardize criteria was qualified. The average score of reading comprehension proficiency of the students who studied through the scaffolding reading experience strategies was significantly higher than that of the control group at the .05 level.
Keyworks : Scaffolding Reading Experience
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