This was a quasi-experimental research study that examined the effects of “Shared Reading”, an instructional technique, as a ten week/20 session early intervention program. Our objectives were to examine and look for changes in the attitude, engagement, and English language proficiency levels of low English proficiency, grade 2 Thai students. The results looked at engagement measured qualitatively and quantitatively as interactive participation and language output, attitude changes measured by pre and post intervention surveys and interviews, and gains in 4-skill language proficiency measured by standardized proficiency tests. The findings were surprising in the magnitude of change exhibited by this particular group of at-risk students who were specifically chosen for their previous poor performance academically and as English learners. The findings demonstrated that Shared Reading can have a significant, positive impact on this group of young learners in all three aspects that were examined: attitude, engagement, and English language proficiency.

Thesis (M.Ed.)--Chulalongkorn University, 2015