Reading Instruction Based on Bibliotherapy to Enhance the Reading Comprehension and Self-Esteem of Secondary Students
Keywords:
bibliotherapy, reading comprehension, self-esteem, reading instructionAbstract
This research aimed to: 1) develop bibliotherapy-based reading instructional activities to enhance the reading comprehension and self-esteem of lower secondary students, and 2) examine the effects of this instructional approach on students’ reading comprehension and self-esteem. The sample consisted of 42 grade 7 students from an extra-large school under the Ministry of Higher Education, Science, Research and Innovation in Bangkok. These participants were selected using cluster random sampling. The research instruments included lesson plans, a reading comprehension test, a reading reflection form, self-esteem assessments before and after instruction, and three unit-end self-esteem assessments. Quantitative data were analyzed using mean, standard deviation and t-test while qualitative data were analyzed through content analysis. The findings revealed that: 1) the developed bibliotherapy-based reading instruction consisted of four steps: pre-reading self-exploration, students’ reading reflection, discussion on application in real-life situations, and reflection; and 2) following the implementation of the instructional approach, students’ reading comprehension and self-esteem were higher at the .05 significance level. The mean posttest score for reading comprehension was 26.64 (SD = 6.98), while the mean posttest score for self-esteem was 62.00 (SD = 7.42).
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