Abstract The aims to 1) evaluate supportive reading habit project of Choowicharat School 2) to compare the results of supportive reading habit project between the before and after periods of the project operation. The sample groups used in the evaluation consists of 133 people, selected by probability selection, 1 administrator, 10 instructors, 7 basic education committees of Choowicharat School, 58 Prathomsuksa 3-6 students, 58 parents of Prathomsuksa 3-6 students As a result, it is found that the environment before the operation is in a medium level. After the operation, it is found that all terms are in a high level. The comparison of environmental evaluation, basic factors, operation and production are all significantly different in 0.1 levels.

Background Creating the habit of reading to children is very important for the new century, so it 's absolutely essential to combine forces to collaborate with each other to create a new generation Thailand Children love to read. A good reading is immune to intellectual knowingly possessed the up- keep pace with globalization as well . Because reading is the key to navigate to a successful life. The test assesses students' reading with reading by the Thailand 's Board of Education Basic , the number of students reading and writing proficiently labored.

Background The assessor as school administrators. Realize the importance of promoting the habit of reading and established a project to promote reading habits of school. The activity devoted to promoting the habit of reading activities to reduce the number of students who can not read proficiently. Write a cash bar and provides students with a love of reading has increased from the original.

Research Questions

1.What is the level of evaluating supportive reading habit project of Choowicharat School ?2. What is the results of comparative supportive reading habit project between the before and after periods of the project operation

Research Objective Research

1.To evaluate supportive reading habit project of Choowicharat School. 2.To compare the results of supportive reading habit project between the before and after periods of the project operation.

Research MethodologyResearch Design and Study

The research was quantitative to evaluate the project with CIPP Model. The sample groups used in the evaluation consists of 133 people, selected by probability selection, 1 administrator, 10 instructors, 7 basic education committees of Choowicharat School, 58 Prathomsuksa 3-6 students, 58 parents of Prathomsuksa 3-6 students.

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Research MethodologyInstrument

The tool used to evaluate the program promotes reading habits of school students held a total of four editions 1. For the teachers and school administrators. The CIPP evaluation model has four top 69 and an open-ended question. 2.For the Committee for Basic Education School. The CIPP evaluation model has four top 38 questions and open-ended questions .

Research MethodologyInstrument

3. For the students who answered the questionnaire. The assessments yield 46 questions and open-ended questions.4. For parents. The assessments yield 15 questions and open-ended questions.

Research MethodologyThe quality of the Instrument

The conformity assessment between question on the particular behavior by the IOC and then to try (try - out) with 30 teachers ,15 basic educatio committees,30 students, 30 parents of Tak kindergartens school to find the confidence. (Reliability) No. 1 for teachers and school administrators was 0.97 No.2 for school education committee was 0.93 No.3 for the student was 0.95 No. 4 for parents confidence was 0.81.

Bring a project to promote reading habit. The amendment to the advice of experts and then to try (try - out) with 30 teachers of basic education of 15 students, 30 parents and 30 kindergartens airing. Muang Tak Province under the jurisdiction of one county line to find the confidence. (Reliability), the evaluator has analyzed the sentiment. By using a computer program

Research MethodologyData collection methods The assessment led to a discussion and self assessment took two weeks to get the questionnaires returned 100 percent . Data analysis The data was analyzed by using percentage, mean, standard deviation, and t-test analysis, and frequency.

Research MethodologyData collection methods The assessment led to a discussion and self assessment took two weeks to get the questionnaires returned 100 percent . Data analysis The data was analyzed by using percentage, mean, standard deviation, and t-test analysis, and frequency.

Results

ItemsThe level opinion

t-testBefore AfterS.D

.S.D

.Environment 3.3

30.544.32

0 .51

7.942**

Basic factors 2.87

0.523.88

0.51

8.993**

Process 2.95

0.573.94

0.56

8.730**

Production of featured books activity

3.04

0.644.05

0.64

10.388**

Production of Daily word language

activity

3.02

0.624.01

0.61

10.357**

Production of Useful broadcasting activity

3.13

0.624.13

0.63

8.907**

Production of Language clinic

activity

3.02

0.62

4.02

0.62

8.938**

Production of Top reader activity

3.00

0.67

4.00

0.67

15.132**

The satisfaction towards the reading habit and quality of

students

3.08

0.66

4.10

0.64

27.337**

It is found that the environment ,Basicfactors, Process before the operation is in a medium level, featured books activity, Daily word language activity , Useful broadcasting activity, Language clinic activity ,Top reader activity is in a medium level. The satisfaction towards the reading habit and quality of students is in a medium level. After the operation, it is found that all terms are in a high level.

The comparison of environmental evaluation, basic factors, process and production are all significantly different in 0.1 levels.

Conclusion

Discussion The project promotes reading habits of school subjects raised rat make. Note that the effect of the project on the environment . Input the process And output The right side The result was higher than the assessment after the project before proceeding with the project, and the difference was statistically significant 0.01 Can solve the liquidity of the students do not write well. As a result, the number of students reading proficiently fluent not written down . This is because the activities encourage students to develop their skills. Reading and writing can be improved. It also affects the brain development of the learner is able to learn very happy.