A Developing Model of Reading Innovation for Students Drawing Upon Tai Loei Local Wisdom

Abstract

This research aimed to 1) investigate the reading problems of students in Loei Province, 2) explore culturally grounded approaches to developing a reading innovation based on Tai Loei local wisdom, 3) design and develop a culturally responsive reading innovation, and 4) evaluate students’ satisfaction with the developed materials. A mixed-methods approach was employed in four sequential phases: (a) identifying reading issues through interviews with 15 key informants including administrators, educators, and cultural experts; (b) conducting focus group discussions to determine design guidelines for the innovation; (c) co-developing a bilingual picture book inspired by the Loei provincial motto; and (d) implementing and evaluating the innovation with 389 students across nine schools. The sample was selected using multi-stage stratified random sampling to ensure representation across educational areas and school sizes. The primary data collection instrument was a satisfaction questionnaire, validated by three experts and tested for reliability (Cronbach’s alpha = 0.89). Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. The findings revealed four key barriers to reading: low motivation, digital distractions, foundational skill gaps, and inadequate support from families and schools. The developed reading innovation received high satisfaction scores across five dimensions: content, language use, illustration design, book format, and perceived educational value. Students particularly appreciated the integration of local wisdom and interactive features. This research demonstrates that embedding regional identity into literacy interventions enhances student engagement, strengthens cultural awareness, and supports long-term educational equity in diverse learning contexts.