Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner

Pragasit Sitthitikul

Abstract


The present exploration aimed to assess a reading level of a young Thai student by using the Qualitative Reading Inventory (QRI), and to plan reading intervention instruction targeted on the identified needs based on the assessment results. In this study, a single case study approach was employed. A seven-year old Thai learner was the focal participant. The research questions are threefold as follows: (1) What was the student’s diagnostic assessment result measured by the Qualitative Reading Inventory?, (2) Did the designed QRI-based reading intervention instruction lead to student’s literacy growth?, and (3) What was the student’ attitude towards the self as a reader, reading, and school before the diagnostic assessment took place, and after the reading intervention? The research instruments used in this study included the QRI tests, semi-structured interviews and observations. The diagnostic assessment results revealed that the student’s instructional reading level was at the pre-primer, and the QRI-based intervention instruction proved to assist the student in literacy growth. Moreover, the results from the interviews and observations showed that the student had a better attitude towards reading.


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DOI: https://doi.org/10.5539/elt.v11n7p101

Copyright (c) 2018 Pragasit Sitthitikul

License URL: http://creativecommons.org/licenses/by/4.0

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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