<![CDATA[Purpose The purpose of this study was to achieve three main objectives: 1) to determine the efficiency of the KWL Plus instructional management framework based on the 75/75 criterion; 2) to compare students' Thai reading literacy before and after the intervention; and 3) to compare students' Thai reading academic achievement before and after the implementation of the KWL Plus model. Methodology This study employed a one-group pretest-posttest experimental design. The sample comprised 40 tenth-grade students from Sarakhampittayakom School during the 2025 academic year, selected through cluster random sampling. The 12-hour intervention utilized seven structured lesson plans. Data were collected using a Thai reading literacy test and a reading academic achievement test, and subsequently analyzed using percentages, means, standard deviations, and paired-samples t-tests. Results/Findings The results of the study revealed three main outcomes: 1) the efficiency of the KWL Plus lesson plans for Thai reading literacy was 84.82/81.21, which exceeded the established 75/75 criteria; 2) the students’ Thai reading literacy after the implementation was significantly higher than before the implementation at the .01 level; and 3) the students' Thai reading academic achievement after the implementation was significantly higher than before the implementation at the .01 level. Implications The findings suggest that the KWL Plus approach serves as an effective metacognitive scaffolding tool for language educators to enhance students' reading comprehension and analytical skills. By guiding learners through structured inquiry, collaborative mind mapping, and summarizing, this pedagogical framework enables students to systematically process and understand complex literary texts, ultimately transforming passive readers into active, self-regulated learners.]]>
