ผลของการใช้เทคนิคการสอนโดยเพื่อนต่างระดับชั้นที่มีต่อความสามารถในการอ่านออกเสียงของนักเรียนระดับชั้นประถมศึกษาที่มีปัญหาทางการอ่านในโรงเรียนขนาดเล็ก THE EFFECTS OF CROSS-AGE PEER TUTORING TO READING-ALOUD ABILITY OF ELEMENTARY SCHOOL STUDENTS WITH READINGS STRUGGLING IN SMALL-SIZE SCHOOL

Abstract

Abstract

The purpose of this research was to study effects of cross-age peer tutoring to reading-aloud ability of elementary school students with readings struggling in small-size school. Samples of this research were 12 students with readings struggling, academic year 2015 of Bansanfhan School, Trang Province for 12 weeks. The research instruments were consisted of 1) reading-aloud ability test               2) reading-aloud practice of cross-age peer tutoring 3) activity plans of cross-age tutoring. The stages of this research  were 1) studying the fundamental information and review literature 2) selecting students with readings struggling 3) designing activity plans and research instruments  4) practicing reading-aloud by cross-age tutoring (repeated reading) 5) analysis and summary. This research was analyzed by using arithmetic mean, standard deviation and t-test.

The result was the post-test arithmetic mean score of reading-aloud ability by cross-age peer tutoring technic was higher than the pre-test at the .05 level of significance.