The Development of Reading and Spelling Ability in the Thai Language Department Entitled Un-orthographic Thai Spelling for Grade 3 Students by using Reading and Spelling Exercises

Abstract

This research aimed to 1) Develop lesson management using exercises entitled un-orthographic Thai spelling for Grade 3 students to be effective according to the criteria 80/80 2) Compare the reading and spelling abilities of the students before and after learning using reading and spelling exercises entitled un-orthographic Thai spelling and 3) Investigate the satisfaction of the students towards learning management using reading and spelling exercises entitled un-orthographic Thai spelling.

The research instruments included : (1) Lesson plans for the Thai language learning area, topic Consonants not matching the standard, totaling 12 lesson plans and 12 hours. (2) Pre and post-test measuring reading and spelling abilities, consisting of 20 multiple-choice questions. (3) Reading and spelling skills practice sheets, totaling 12 sheets. (4) Student satisfaction questionnaire. The statistics used for data analysis are mean, standard deviation, and percentage. The hypothesis was tested using the Wilcoxon Matched Pairs Signed-Ranks Test. The findings were as follows

(1) The efficiency of learning management using reading and spelling exercises entitled un-orthographic Thai spelling was 96.17/95.00, which was higher than the settled criteria 80/80.

(2) Grade 3 students had reading and spelling ability after learning higher than before learning, statistically significant at the level of .01.

(3) Grade 3 students had the highest satisfaction towards the learning management using reading and writing exercises at the highest level ( = 4.73) (  = 0.55)