Abstract
The results of the PISA 2022 reading literacy assessment indicate a critical crisis in the reading abilities of Thai students. Only 35% of lower secondary school students were able to read at the baseline level, while the remaining 65% performed below it. This situation underscores the urgent need for effective instructional approaches to improve students’ reading abilities at both policy and practical levels. This article proposes the concept of disciplinary literacy to accomplish this. The core principle of disciplinary literacy is the application of discipline-specific strategies authentically employed by experts in each field to comprehend texts. The article begins by outlining the background and foundation of disciplinary literacy, followed by an explanation of its principles and objectives. It then presents practical guidelines and examples of classroom implementation across different subject areas, including approaches for applying the concept to curriculum and instructional design. Finally, the article proposes guidelines for Thai teachers’ preparation for instruction based on disciplinary literacy, while highlighting the potential for integrating disciplinary literacy into various subject areas within the Thai educational context, where curricula are organized according to learning strands. Disciplinary literacy not only enhances students’ reading abilities, but also promotes meaningful learning aligned with the authentic nature of each academic discipline.
Publisher
Faculty of Education, Chulalongkorn University
First Page
1
Last Page
16
Recommended Citation
Detraksa, Suphanat and Chandai, Santiwat
(2026)
"Disciplinary Literacy : An Approach for Enhancing Reading Literacy among Thai Students,"
Journal of Education Studies: Vol. 54:
Iss.
3, Article 6.
Available at:
https://digital.car.chula.ac.th/educujournal/vol54/iss3/6
