ผลสัมฤทธิ์ด้านการอ่านสำหรับนักเรียนชั้นประถมศึกษาปีที่ 1 ปีการศึกษา 2564 สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาชลบุรี เขต 1 Comparing reading achievement from Reading Development Test (DT) with 1st Grade students who studied in semester 2/2564 (B.C.) at Chonburi Primary Educational Service Area Office1

Abstract

This research aims to compare reading achievements from the Development Test: DT for grade 1 students who studies in the public schools which administrated by Chonburi Primary Educational Service Area Office 1, the participates in this research were 1,364 grade1 students who studied in 2^nd semester of academic year 2021 that parents consented to assess this research.

The Development Test: DT that has passed the standard criteria for evaluating the discriminant value and the construct validity value of the rubric scoring. The statistics used to analyze the data are mean, standard deviation (S.D.), and the three - factor ANOVA or three - way ANOVA Test to determine relationship between initial consonant’s types, vowel’s types, reading abilities’ levels toward reading achievement.

              The results showed that the sample group's reading achievements were as follows: 1) reading compound words from one syllable and long vowel of the first consonant type, mean 7.52 – 7.84, standard deviation 2.82 – 2.908; 2) compound words from more than one syllable and long vowel and vowel. long sound mixes of the first consonant type, the mean value 5.69 – 6.19 standard deviation 3.291 – 3.392 and 3) compound words according to the type of initial consonants, mean 6.76 – 6.84. Standard Deviation 3.231 – 3.295

The results showed that long vowels, reading ability, Interaction of long vowels with reading ability, and the interaction of long vowels with initial consonants, and reading ability had statistically significant (p<.05) effected on reading achievement. Moreover, reading achievements of the words that consist of more than one sound vowel had statistically significantly (p<.01) lower than and one sound vowels. The initial consonant and the interaction of initial consonants with vowels had no effect on reading achievement. It reflects that categorization of morphological structures contributes effective to the practice of spelling, especially the classification of morphemes by vowel types.