Teaching Thai Reading to Students with Learning Disabilities Using the Story of the Tortoise and the Hare

Abstract

This research aims to study the effect of using the story "The Tortoise and the Hare" as a reading instruction method on the reading development of students with learning disabilities. The sample consists of 10 primary school students with learning disabilities, selected through purposive sampling. The research instruments include a set of reading instruction activities based on the story, a pre- and post-test reading ability assessment, and an observation checklist for reading behavior.
The implementation of the trial period lasts for 8 weeks and is divided into three main steps: (1) preparing for reading through pre-learning activities, (2) teaching reading using techniques such as shared reading, repeated reading, and connecting the content of the story with students' experiences, and (3) evaluating reading outcomes after the trial.
The research findings indicate that students taught using the story-reading method showed statistically significant improvement in reading development at the .05 level, particularly in reading fluency, story comprehension, and positive attitudes towards reading. Additionally, students exhibited increased enthusiasm and interest in the lessons.
From this research, it can be concluded that the reading instruction method using the fable "The Tortoise and the Hare" is an effective approach for developing the reading skills of students with learning disabilities. It can also be adapted for use with other fables to further promote reading learning.