Abstract
The present exploration aimed to assess a reading level of a young Thai student by using the Qualitative Reading Inventory (QRI), and to plan reading intervention instruction targeted on the identified needs based on the assessment results. In this study, a single case study approach was employed. A seven-year old Thai learner was the focal participant. The research questions are threefold as follows: (1) What was the student’s diagnostic assessment result measured by the Qualitative Reading Inventory?, (2) Did the designed QRI-based reading intervention instruction lead to student’s literacy growth?, and (3) What was the student’ attitude towards the self as a reader, reading, and school before the diagnostic assessment took place, and after the reading intervention? The research instruments used in this study included the QRI tests, semi-structured interviews and observations. The diagnostic assessment results revealed that the student’s instructional reading level was at the pre-primer, and the QRI-based intervention instruction proved to assist the student in literacy growth. Moreover, the results from the interviews and observations showed that the student had a better attitude towards reading.
Highlights
1.1 Statement of the ProblemTo be a successful English language learner, most researchers agree that learning to read is the most important and complex skill that young learners are expected to develop in early school years (Allington & McGill-Franzen, 2010)
The research questions are threefold as follows: (1) What was the student’s diagnostic assessment result measured by the Qualitative Reading Inventory?, (2) Did the designed QRI-based reading intervention instruction lead to student’s literacy growth?, and (3) What was the student’ attitude towards the self as a reader, reading, and school before the diagnostic assessment took place, and after the reading intervention? The research instruments used in this study included the QRI tests, semi-structured interviews and observations
The diagnostic assessment results revealed that the student’s instructional reading level was at the pre-primer, and the QRI-based intervention instruction proved to assist the student in literacy growth
Summary
1.1 Statement of the ProblemTo be a successful English language learner, most researchers agree that learning to read is the most important and complex skill that young learners are expected to develop in early school years (Allington & McGill-Franzen, 2010). A lot of Thai students experience difficulty with basic literacy skills, including digit and letter reading, word reading, decoding, and reading comprehension as defined by Deeney (2010). This unsatisfactory learning outcome was mainly due to their past experience in studying English when they were young (Lekwilai, 2014). This means the English instructional practices provided for them in the primary grades do not adequately prepare them to read for comprehension in the higher levels. They do not receive enough assistance from their teachers to improve their learning
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