THE EFFECTS OF THE PICTURE WORD INDUCTIVE MODEL (PWIM) INTEGRATED WITH PHONICS INSTRUCTION (PHONICS) ON READING AND SPELLING ABILITIES OF GRADE 3 STUDENTS.

Abstract

The objectives of this research were to: 1) compare the reading spelling ability of Grade 3 students before and after learning management using the Picture Word Inductive Model (PWIM) supplemented with Phonics instruction;     2) compare the post-learning reading spelling ability with the 70 percent criterion; 3) compare the writing spelling ability before and after learning; and 4) compare the post-learning writing spelling ability with the 70 percent criterion. The sample group consisted of 8 Grade 3 students at Bannatoom School during the second semester of the academic year 2025, obtained by cluster random sampling.     The research instruments included: 1) 8 lesson plans, 2) a reading spelling ability assessment, and 3) a writing spelling ability assessment. Data analysis                  was conducted using mean, standard deviation, percentage, t-test for Dependent Samples, and One-Sample t-test.

          The research results revealed that: 1) the students’ reading spelling ability after learning was significantly higher than before learning at the .05 level;              2) the students’ reading spelling ability after learning was significantly higher than the 70 percent criterion at the .05 level; 3) the students’ writing spelling ability after learning was significantly higher than before learning at the .05 level; and   4) the students’ writing spelling ability after learning was significantly higher than the 70 percent criterion at the .05 level. These findings indicate that the learning process integrating image-based learning and systematic phonics practice effectively develops learners' language skills.