THE DEVELOPMENT OF THE ABILITY TO READ AND WRITE SPELLED ACCORDING TO THE MAE KOD STANDARD. BY USING LITERATURE AS A BASIS TOGETHER WITH ASSESSMENT TECHNIQUES FOR GRADE 2ND STUDENTS

Abstract

This research aimed to (1) develop reading and writing abilities in words with unconventional spelling patterns based on the Thai language rules through literature-based learning combined with classroom assessment techniques for second-grade students, (2) compare the reading and writing abilities of words with unconventional spelling patterns before and after using the literature-based learning activities combined, and (3) investigate the satisfaction levels of second-grade students regarding the implementation of literature-based learning activities combined. The sample group for this study consisted of 10 second-grade students from Ban Nam Kham Noi School, Yasothon Province, during the first semester of the 2024 academic year, selected through purposive sampling. The research tools included: (1)14 lesson plans designed for literature-based learning activities combined with classroom assessment techniques, (2) a 30-item reading and writing test on words with unconventional spelling patterns, presented in a 4-choice multiple-choice format, and (3 )a 10-item student satisfaction questionnaire using a 3-point Likert scale, measuring the students’ satisfaction with the literature-based learning activities combined with classroom assessment techniques. Statistics used in data analysis include percentage, mean, and standard deviation. The research findings indicate the following 1. The results of developing reading and writing abilities in words with unconventional spelling patterns through literature-based learning combined with classroom assessment techniques for second-grade students showed significant improvement. The overall average score of the students was 83.33%, indicating enhanced reading and writing skills in words with unconventional spelling patterns 2. Comparing the ability to read and write words with spelling patterns before and after studying through literary activities combined with classroom assessment techniques. The average scores were 16.50 and 25.00, respectively. The scores after studying were significantly higher than the scores before studying. with statistical significance at the .05 level 3. The study on satisfaction levels among Grade 2 elementary school students who utilized literature-based learning activities along with classroom assessment techniques for reading and spelling words with misspellings according to the Mother Phonics method found that students were generally highly satisfied. The overall satisfaction level was measured with a mean () of 2.87 and a standard deviation (SD) of 0.29.