Thai Teaching Activities Using the DR-TA Reading Strategy with Think-Pair-Share Technique on Reading Comprehension Abilities in Grade 3 Students

Abstract

This research aimed to 1) compare the reading comprehension ability before and after learning of grade 3 students taught reading by DR-TA and think-pair-share technique; and 2) study the reading comprehension ability of grade 3 students taught reading by DR-TA and think-pair-share technique. The sample consisted of grade 3 students at Jakarnboon school with simple random sampling by drawing lots, a total of 42 students. The research instruments were 1) the lesson plans on reading comprehension using DR-TA and think-pair-share technique. The assessment results had an average of 4.98; 2) a reading comprehension test with a reliability of 0.82, and 3) a reading comprehension assessment. The reliability was 0.78. The findings were 1) The student's reading comprehension ability was significantly higher than before learning at the .05 level; 2) The students' reading comprehension ability during learning activities using the DR-TA reading strategy with think-pair-share technique had higher reading comprehension ability at each level, including the literal reading level, interpretive level, evaluative level, and applied reading level.