A study of reading literacy through an instructional approach based on reading apprenticeship combined with semantic mapping of grade 8 students at Satuek School
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Abstract
This experimental research aimed to: 1) compare the reading literacy of Grade 8 students before and after instruction based on Reading Apprenticeship Approach combined with Semantic Mapping; 2) compare the post-instruction reading literacy of the students with the 70% criterions; and 3) study the learning management conditions of Grade 8 students under this approach. The sample consisted of 32 Grade 8 students in the second semester of the 2024 academic year at Satuek School, Satuek District, Buriram Province, under the Office of Secondary Educational Service Area Buriram. Participants were selected using cluster random sampling. Research instruments included six instructional plans based on the Reading Apprenticeship Approach combined with Semantic Mapping (two hours per plan) Data collection tools consisted of a reading literacy assessment and a structured interview form. The data were analyzed using mean, percentage, standard deviation, and t-test.
The research findings revealed that: 1) the students’ reading literacy after the instruction was significantly higher than before the instruction at the .05 level; 2) the students’ post-instruction reading literacy was significantly higher than the 70% criterion at the .05 level; and 3) the learning management for Grade 8 students based on the reading from role model concept revealed that conference-style table arrangements could promote interaction among learners. The selected role models possessed approachable, friendly characteristics and employed methods that facilitated student success. This resulted in improved student interactions, increased learning enthusiasm, and more open-minded thinking, with students demonstrating greater willingness to ask questions.
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