THE DEVELOPMENT OF THE INSTRUCTION MODEL INTEGRATING BRAIN-BASED LEARNING AND BALANCED LITERACY APPROACH TO ENHANCE READING ALOUD AND SPELLING ABILITIES IN THAI LANGUAGE OF PRATHOMSUKSA 3 STUDENTS

This research aimed to develop the instruction model integrating brain-based learning and balanced literacy approach to enhance reading aloud and spelling abilities In Thai language of Prathomsuksa 3 students by using a two-phrase developmental research design as follows: Phase 1) developing an instructional model integrating brain-based learning and balance literacy; and Phase 2) studying the results of implementing the Instruction model Integrating brain-based learning and balanced literacy approach to enhance reading aloud and spelling abilities In Thai language of third grade students of Prathomsuksa 3 students. Samples were two classes of Prathomsuksa 3 students enrolled at Chumchonna khamhaiwittaya School, Nong Bua Lam Phu Primary Educational Service Area Office 1, Nong Bua Lam Phu Province in the academic year 2020 recruited by using a cluster sampling method and randomly drawing to identify the experiment and control groups. The experimental groups consisting of 19 students were taught Instruction model Integrating brain-based learning and balanced literacy approach and the control group consisting of 18 students were taught using traditional model. A before-and-after design of quasiexperimental research with a control group was used in this phrase. The research instruments included: 1) Thai language reading aloud test, and 2) Thai spelling proficiency test. Data were analyzed using arithmetic mean, standard deviation, and the Multivariate Analysis of Covariance - MANCOVA. The results of the research were as follows: 1. the Instruction model Integrating brain-based learning and balanced literacy approach consists of eight elements: 1) Background and importance of the instructional model; 2) Objectives; 3) Concepts and theories used in the development of the instructional model; 4) The teaching and learning process which consisted of four steps namely, 4.1) brain preparation, 4.2) experience organization, 4.3) repeat learning, and 4. 4) measurement and evaluation; 5) measurement and evaluation; 6) social system; and 7) response principles and 8) teaching support materials. 2. The results of using the Instruction model Integrating brain-based learning and balanced literacy approach were as follows: 2.1 The posttest scores on reading aloud ability of both the experimental and the control groups were higher than the pretest scores; 2.2 The posttest scores on spelling ability of both the experimental and the control groups were higher than the pretest scores; 2.3 The posttest scores on reading aloud and spelling abilities of the experimental group were higher than those of the control group.