Problems and Needs in Instructing Literacy and Fluency of Reading and Writing Skills of Thai L1 Young Learners

Nuangchalerm, Prasart; Intasena, Autthapon

doi:10.5539/jel.v11n2p63

Cited by 7 publications

(10 citation statements)

References 10 publications

(18 reference statements)

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“…Based on the Table 2, 15 articles identified the use of the literacy movement as an effort to develop literacy skills in elementary schools. Specifically, 5 literacy movements can be used as an effort to build literacy skills in elementary schools, namely literacy culture strategies (Hyman et al, 2020;Imran et al, 2011;Liansari et al, 2021;Marmoah & Poerwanti, Suharno, 2022;Nuangchalerm & Intasena, 2022;Su & Ma, 2021), use of digital technology (Izhar et al, 2022;Mumpuni et al, 2021;Murti et al, 2020), procurement of reading books (Senen et al, 2021;Sri et al, 2021;Yasir et al, 2022), development of library facilities and character building (Farikah, 2019;Subur et al, 2022), take part in a national assessment (Hendrowati & Faelasofi, 2021). The number of research articles found in software Publish or Perish 8 with systematic objectives can be detailed in the Table 3.…”

Section: Resultsmentioning

confidence: 99%

“…The first finding, as many as 6 studies discussing literacy culture strategy planning conducted (Hyman et al, 2020;Imran et al, 2011;Liansari et al, 2021;Marmoah & Poerwanti, Suharno, 2022;Nuangchalerm & Intasena, 2022;Su & Ma, 2021). Planning a strategy for fostering literacy skills in elementary schools is a necessary part of creating a literate school environment, so it is essential to familiarize elementary school students with literacy activities.…”

Section: Discussionmentioning

confidence: 99%

“…Planning a strategy for fostering literacy skills in elementary schools is a necessary part of creating a literate school environment, so it is essential to familiarize elementary school students with literacy activities. Based on the six studies that have been reviewed, the literacy culture strategy that schools can carry out as an effort to increase the habituation of literacy activities for elementary school students, such as reading books 15 minutes before starting learning, holding a reading corner, visiting the library at least once a week, and appreciate students' written work by providing a display board to show the written work that has been made (Hyman et al, 2020;Liansari et al, 2021;Marmoah & Poerwanti, Suharno, 2022;Nuangchalerm & Intasena, 2022). This is in line with research conducted by previous studies that implementing GLS by implementing reading activities 15 minutes before class starts can increase students' interest in reading and reading ability with literacy activities carried out, such as compiling short essays, analyzing text content, and appreciating the written work that is made (Bungsu & Dafit, 2021;Yunita Anindya et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review: Development of Literature Capacity in Elementary School

Mukarromah,

Sugito,

Mukti

2023

indonesian j. educ. res. rev.

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Literacy is one of the basic needs in education, especially in 21st-century learning. Literacy skills are essential for elementary school students, making students literate and lifelong learning. The school literacy movement can be used to improve elementary school students' literacy skills. Therefore, this systematic review focuses on analyze the literacy movement in schools in developing literacy skills in elementary schools. The analysis was carried out based on the item review methodology by selecting articles for systematic review. A total of 15 selected articles discussing the development of literacy skills in elementary schools published from 2018 to 2022 were identified using the database from the publish or perish 8 software. The PRISMA 2020 methodology is used in the review. The five findings of the literacy movement can be obtained based on the results obtained through the synthesis of several articles by answering research questions. Implemented in elementary schools, namely (1) Literacy culture strategy, (2) Utilization of digital technology, (3) Procurement of reading books, (4) Development of library facilities and character building, and (5) Following the national assessment. Therefore, the impact of the findings of this article is to contribute to the organizers of the literacy movement in schools in developing students' literacy abilities in elementary schools.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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A Systematic Review: Development of Literature Capacity in Elementary School

Mukarromah,

Sugito,

Mukti

2023

indonesian j. educ. res. rev.

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“…These processes demand time and learners' concentration which might be an issue for young learners. In this case, BBL could be an alternative solution as it helps instructors design learning management that serves students' brain function, cognitive processes, and nature of learning (Intasena and Nuangchalerm, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Likewise, the students are also expected to create written output that follows the lexical and grammatical rules of the language they use. This prepares students for the world of information they encounter after graduation (Intasena and Nuangchalerm, 2022).…”

Section: Introductionmentioning

confidence: 99%

Brain-based learning management in primary students: Language literacy studies

Intasena¹,

Nuangchalerm²,

Srimunta³

2023

Int. j. adv. appl. sci.

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Literacy is a foundational skill essential for learners as it lays the groundwork for success in education and future careers. However, some students face challenges in acquiring this ability, as transitioning from oral language acquisition to textual communication is not a simple task. Brain-based learning (BBL) is an instructional approach that capitalizes on the functioning of the brain in designing curricula, and it holds promise in addressing these challenges. The objectives of this study were twofold: 1) to develop a BBL management approach to enhance Thai students' literacy and proficiency in reading and writing skills in the Thai language, and 2) to implement this BBL management approach with Thai students. The study was conducted in two phases. In phase 1, five experts participated in evaluating the learning management approach. In phase 2, a cluster random sampling method was used to select 78 second-grade students as participants. The research employed various instruments, including teaching management materials for developing Thai language literacy and reading and writing fluency, a learning management evaluation form, pre-posttests for literacy and reading/writing fluency, and a satisfaction questionnaire. Data analysis involved calculating mean scores, standard deviations, and conducting t-tests. The findings of the study revealed that: 1) the learning management approach comprised indicators, content, learning management processes using BBL, instructional materials, and assessments, and it received a very high evaluation; 2) the developed learning management approach proved effective in improving Thai language literacy and fluency in reading and writing. The students' literacy and fluency scores were significantly higher in the posttest compared to the pretest. Moreover, students expressed a very high level of satisfaction with the learning experience provided by the developed learning management approach.

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The implementation of Reading to Learn for the Southern Thailand pre-service teachers

Mamac¹,

Bangga²

2023

Indonesian J. Appl. Linguist.

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For English as a Foreign Language learners, writing is often considered a difficult skill to grasp with. Studies show that both EFL learners and teachers face similar challenges in developing EFL writing ability. This includes inadequate exposure to English, class size, insufficient knowledge of how language works in context, and mother tongue interferences which are believed to be the major challenges for both learners and teachers. This paper reports on an action research project aiming to identify the overall development of pre-service teachers’ skills in writing discussion texts and explore how the Reading to Learn (R2L) intervention helps these teachers develop their control over the target genre. Under the R2L approach, thirty (30) second-year teachers majoring in English language teaching at the Prince of Songkla University, Pattani Campus involved in the study. Results of the study suggest that the teachers writing skill gap was relatively neutralised after the intervention. In addition, the development of the pre-service teachers’ control over the target genre and language features is evident in text analysis. Upon the intervention, it is found that the teachers developed better control of the features of the discussion genre. Specifically, they developed their control over the stages, phases, appraisal resources, and periodicity which are crucial to establishing well-presented rhetorical features of a discussion text. In relation to the results, some recommendations are proposed for further research, including applying R2L intervention program in the mainstream education in Thailand.

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Problems and Needs in Instructing Literacy and Fluency of Reading and Writing Skills of Thai L1 Young Learners

Cited by 7 publications

References 10 publications

A Systematic Review: Development of Literature Capacity in Elementary School

A Systematic Review: Development of Literature Capacity in Elementary School

Brain-based learning management in primary students: Language literacy studies

The implementation of Reading to Learn for the Southern Thailand pre-service teachers

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