Developing reading and spelling skills of second-grade students at Ban Sraplang School Using color theory flashcards

Abstract

This classroom research on developing reading and spelling skills of second-grade students at Ban Sraplang School using color-sorted flashcard activities has the following objectives: 1. To develop reading and spelling skills of second-grade students at Ban Sraplang School using color-sorted flashcard activities. 2. To compare the reading and spelling skills of second-grade students at Ban Sraplang School before and after using color-sorted flashcard activities. The target group for this research consisted of four second-grade students from Ban Sraplang School in the 2025 academic year, selected using a purposive sampling method. These students exhibited difficulties in reading and spelling words, including combining consonants, vowels, final consonants, and tones, resulting in incorrect reading, slower learning compared to their peers, and significant academic impact requiring urgent intervention. The research instrument was a lesson plan for group reading activities using color-sorted flashcards. The reading and spelling tests had an Index of Content Validity (IOC) of 1.00 for all items. The activities were conducted on Tuesdays, Wednesdays, and Fridays for 30 minutes each day, from 8:45 AM to 9:15 AM, during Thai language class, for a total of 12 sessions over a one-month period. The research findings showed that: 1. The color-sorting flashcard reading activities significantly improved the reading and spelling skills of all second-grade students to a good level. 2. The reading and spelling skills of first-grade students improved after the color-sorting flashcard reading activities compared to before the activities.