Using Langrage Experience as a Teaching Aid to Develop a Silent Reading Skill of the Fourth Grade Students.

Abstract

It is obvious that a major problem of teaching silent reading is unsufficiency of reading materials. Teachers do not understand how to use language experience as a teaching aid to develop reading skills. Therefore, the objectives of this study are : to construct silent reading pattern drills by using the language experience of students, which their readability adapted for the appropriation of the fourth graders; to compare the silent reading achievement between the experimental and control groups; and to analyze the differences of pattern drill scores in the high, middle and low groups. Samples were the fourth grade students at the Kasetsart University Laboratory School and Wat Sameannari School. Intellectual function tests were evaluated students’ readability divided into three levels with high, median and low readability in experimental and control groups. Then, pretests were administered to both groups. Nest, ten reading pattern drills were given to the experimental groups, while the ordinary methods were given to the control groups. Finally, posttests were administred to both the experimental and control groups. The results reveal that : first, the silent reading pattern drills are good appropriate readability for the fourth grade student. Second, the silent reading achievement between the experimental and control groups are significant differentes at the .01 level. Finally, the pattern drill scores of students in high, middle and low groups are significant different at the .01 level. The suggestions for teachers and researchers are as follows : They should use language experience as teaching aids to develop both critical writing and reading of students in each level. In addition, the should compare reading rates of students in high, middle and low groups in order to increase the rate of reading content and exercises.