Development of a Balanced Literacy Instructional Model to Enhance Reading and Spelling Abilities of Grade 1 Students

Abstract

             The purposes of this research were  1) to study the current problems and needs in developing an instructional model for reading and spelling for Grade 1 students; 2) to develop and determine the efficiency of a Balanced Literacy Instructional Model; 3) to investigate the effects of implementing the Balanced Literacy Instructional Model; and 4) to examine students’ satisfaction toward learning management using the Balanced Literacy Instructional Model. The Participants were 29 Grade 1 students at Wad Pa Dang School during the first semester of the 2025 academic year. The research instruments included the Balanced Literacy Instructional Model, a handbook for implementing the model, lesson plans, reading and spelling tests and a satisfaction evaluation form. Data were analyzed using mean, standard deviation, and t-test.

             The research results revealed that 1) the current state of students' reading and spelling problems was below the national average. Parents and teachers expressed a need for a learning model suitable for the students' context. 2) The Balanced Literacy Instructional Model consisted of 5 components: principles, objectives, instructional processes, measurement and evaluation, and success factors. The model features a 7-step learning process: (1) Reviewing Prior Knowledge, (2) Expanding New Vocabulary, (3) Focused Reading Practice, (4) Reinforcing Reading and Writing, (5) Diligently Creating New Knowledge, 6) Proudly Presenting Results, and 7) Applying Experiences. The suitability of the model was evaluated at the highest level, and its efficiency exceeded the 80/80 criterion in both reading and spelling. 3) After implementing the model, it was found that students’ knowledge and abilities in reading and spelling were significantly higher than before the intervention and exceeded the 70% threshold at the .01 statistical significance level. 4) Furthermore, all students (100%) demonstrated positive attitudes toward reading and writing at a good level, and overall satisfaction with the learning management was at a high level.