Although this study provides an important contribution to the existing literature on reading models through its examination of the patterns of directionality during the stages of cognitive component and reading ability development, several limitations are worth noting.
First, the EAP/PV of the morphological structure, morphological production and phoneme isolation tests were lower than 0.7, indicating that this measurement is less-reliable.
This result may be attributed to the limitations in the number of items in each test (15 items in the morphological structure and phoneme isolation tests; 10 items in the morphological production test). Researchers who intend to use morphological structure, morphological production and phoneme isolation tests should add more items to the tests (more than 30 items for each test).
Second, although the students were sampled from nine schools, all the data were collected in Loei province, which is characterised by socio-economically, linguistically and
75
culturally diverse populations. The results may therefore be non-generalizable to other regions of Thailand. The present study only examined the related skills among fourth graders in the northeastern part of Thailand; therefore, it should be cautious about generalizing the findings among different age groups or regions without further investigation.
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