การใช้หนังสือเล่มใหญ่สองภาษา เพื่อพัฒนาความสามารถทางการอ่านของเด็กปฐมวัย
The study of using bilingual big books to develop reading ability of preschoolers aim to construct and use bilingual big books for preschoolers who communicate in Karen language and to investigate their reading ability after using of bilingual big books in instruction. The target group of this stud...
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| Format: | Independent Study |
| Language: | Thai |
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เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่
2017
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| Online Access: | http://repository.cmu.ac.th/handle/6653943832/39879 |
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| Institution: | Chiang Mai University |
| Language: | Thai |
| Summary: | The study of using bilingual big books to develop reading ability of preschoolers aim to construct and use bilingual big books for preschoolers who communicate in Karen language and to investigate their reading ability after using of bilingual big books in instruction. The target group of this study were twelve first-year-preschoolers, studying in the second semester in 2013 Academic year of Baan Mae Khong School, Tambon Na Gian, Omgoi District, Chiang Mai Province. The materials used in this study consist of four bilingual big books, experiential plans for developing first-year-preschoolers's reading ability using bilingual big books. There were five experiential plans for each of four units; the total of twenty plans and a reading ability test. The scores from the application of the test were calculated through percentage and compared with the 60.00% of the school's criteria of achievement. The data were presented in tables with description. The results of this study were found that:
1. The bilingual big books to develop reading ability of preschoolers were suitable. The four bilingual big books were “What do your body have?”, “Little Cute Animals”, “So Delicious” and “Transportation and Things”.
2. The investigation of the preschoolers' reading ability after using bilingual big books showed that the test scores of reception ability, understanding and used vocabularies, communication ability with symbols, alphabets identification ability and vocabularies pronunciation ability were found higher than school criteria at 60.00 percents. The scores
were respectively arranged from the highest percentage as following; 90.00% of the ability of vocabularies pronunciation, 88.33% of the ability of communication with symbols and 86.67% of the ability of reception, understanding and use of vocabularies as well as the ability of alphabets identification. |
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