A Structured Teaching Model for Primary Student Short Story Writing
Sapporo, Japan
A question from the classroom.
A Grade 6 literacy project connects extensive reading with the creation of illustrated storybooks. Learners receive guided instruction, draft stories, exchange peer feedback, revise their work, and publish an illustrated book. The classroom inquiry examines reading and writing alongside learners’ reading attitudes and experiences.
เชื่อมการอ่านอย่างกว้างขวางกับการเขียนเรื่องสั้นของนักเรียน ป.6 ผ่านการวางโครงเรื่อง รับข้อเสนอแนะ ปรับแก้ และสร้างหนังสือนิทานภาพ
How can a structured story-writing process connect reading, creative expression, and learner participation?
From an idea
to a learning sequence.
Five stages: guided instruction, story drafting, peer feedback, iterative revision, and an illustrated storybook. The pre–post classroom study involved 40 Grade 6 learners aged 11–12 at one school in Lampang.
- 01
Guided instruction
- 02
Draft a story
- 03
Peer feedback
- 04
Revise
- 05
Create an illustrated storybook
What the work revealed.
- At Post-test 2, the poster reports 34 of 40 learners (85%) in the high-proficiency band for reading.
- At Post-test 2, it also reports 34 of 40 learners (85%) in the high-proficiency band for writing.
- Learner reflections and teacher notes describe enjoyment, perceived progress, confidence, and collaboration.
These findings describe a single-school classroom study with 40 Grade 6 learners. The results are contextual and do not establish causation.
A practical
takeaway.
Reading and writing can reinforce one another when children receive structured feedback and opportunities to revise a meaningful product.
Reading and writing assessments, writing rubrics, a 20-item reading attitude and behaviour survey, teacher observation, and student self-reports.
Maeoka, T., Paweenbampen, P., & Wannakul, D. (2025, September 6). A Structured Teaching Model for Primary Student Short Story Writing [Conference presentation]. The 7th Extensive Reading World Congress, Sapporo, Japan.