Abstract

This study aimed to synthesize research on instructional methods affecting the Thai language reading skills of elementary students with learning disabilities, analyze the current state, identify problems and guidelines for promoting Thai language reading skills, develop and evaluate a Thai language reading Skill Promotion Program, and assess its implementation and effectiveness for elementary students in Suksasongkhoa School in Northeast Thailand. The study employed a mixed-methods research design with a sample size of 40 elementary students with learning disabilities. The research instruments included a research characteristic record form and the Thai language reading Skill Promotion Program, which comprised a diagnostic Thai language reading test, lesson plans, instructional media, presentation software (PowerPoint), and reading skill promotion exercises. Data analysis involved content analysis, the Kruskal-Wallis Test to assess differences in effect sizes, and the Wilcoxon Match-Pair Sign Rank Test to compare pre- and post-intervention mean scores. The results indicated that the Thai language reading Skill Promotion Program significantly improved students’ reading skills (p < 0.05). Three primary areas of deficiency were identified: recognition of consonants, vowels, and tone mark forms and sounds, spelling patterns with and without final consonants, and word reading involving inherent vowels, consonant clusters, and silent letters. The program’s overall evaluation showed high effectiveness, ease of use, and suitability, with high levels of student satisfaction. The findings provide valuable insights for educators, curriculum developers, and policymakers in promoting reading skills for students with learning disabilities.

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