The Development of activities learning by using a tale assembles a picture to develop Thai writing ability of children with Learning disability

Abstract

      The purposes of this research were: 1) To compare abilities in writing-spelling of children with learning disability in pre and post learning through tales with pictures; 2) To study the learning retention of children in writing-spelling of children with learning disability through tales with pictures. Sampling groups consisted of 8 students with learning disability studying in the second semester of grade 2 in the academic year 2019 at Phuket Panyanukun School, Phuket Province. The students could not spell words in writing specially the words with changing forms of vowels. These students were all screened by the screening format of the Ministry of Education. It was an experimental research in a small group. Duration of the experiment was 9 weeks specifically every Saturday, 2 hours per day. The research instruments included: 1) nine lesson plans with duration of 18 hours; 2) abilities in writing-spelling test including writing 30 words following the instruction; and 3) three sets of tales with pictures (four types of changing forms of vowels). Statistics used were percentage, mean (), standard deviation (S.D.), and t-test. The research findings were as the followings: 1) The students with learning disabilities in writing-spelling participated in learning activities through tales with pictures were found that the abilities in writing-spelling in pre learning was 32.92 per cents while, in post-learning, 80.42 per cents of students had their abilities in writing-spelling at 47.50 per cents. 2) The retention abilities in writing-spelling of the students with learning disability was found that 2 weeks after learning tales with pictures, the average retention was at 24.75 among 82.50 per cents of students that was higher than the 70 per cents specified criterion with statistical significance at the level of .05.