Developing a Phonics-Based Learning Model Combined with Colored Letters to Enhance Reading and Spelling Skills According to Standard Spelling Rules for Fourth-Grade Elementary School Students

Abstract

           This research aimed to 1) study the problems, needs, and draft a phonics-based learning model combined with colored letters to enhance spelling skills for fourth-grade students; 2) test the draft phonics-based learning model combined with colored letters; and 3) study the effectiveness of the learning model and compare the spelling skills of fourth-grade students before and after the intervention, based on the 70/70 criterion. The research employed a Research and Development (R&D) model in three phases: Phase 1 involved studying the problem and gathering background information from 8 teachers and 11 students, as well as conducting a preliminary try-out to determine the effectiveness of the learning management model at Khammun Phadungwet School. Phase 2 involved testing the learning model with a purposive sample group of 13 fourth-grade students from Suangnoen Wittayakom School, using a total of eight hours of instruction; and Phase 3 involved studying the effectiveness of the learning model and comparing spelling skills before and after the intervention. The statistical methods used to analyze the data included mean, standard deviation, and t-test.

          The research findings revealed that: 1) Most students had problems with reading and spelling words according to standard rules, while teachers desired a learning management model that would promote and develop reading and spelling skills according to standard rules so that students could read and spell words correctly and effectively. 2) The phonics learning model combined with colored letters consisted of 4 steps 1) learning letter sounds, 2) practicing sound blending, 3) recognizing sound comparisons, and 4) practicing reading and writing words for comprehension. Its effectiveness (E1/E2) was 72/76, which was higher than the set criterion. 3) Students' scores in reading and spelling skills according to standard rules were significantly higher after the intervention than before, at a statistical significance level of .05.