Effects of Whole Language Approach Activities on Reading and Writing Abilities of Early Childhood Students in Bang Sai School, Phra Nakhon Si Ayutthaya Province

Abstract

The purposes of this research were to: 1) examine the relationship and 2) compare preschool children’s reading and writing abilities before and after participating in whole language approach activities on the significant landmarks in Phra Nakhon Si Ayutthaya Province. This research was a pre-experimental research design with a one-group pretest-posttest. The research population consisted of 10 children, boys and girls, aged 5-6 years who studied at preschool level 3 during the first semester of the 2024 academic year at Bang Sai School in Phra Nakhon Si Ayutthaya Province. The research tools were 24 lesson plans of whole language approach activities on significant landmarks in Phra Nakhon Si Ayutthaya Province, and a test of preschool children’s reading and writing abilities. The experiment lasted eight weeks, three days per week, for 40 minutes each.  The data were analyzed using the mean, standard deviation, and chi-square statistics.

The research findings revealed that:

1. There was a statistically significant relationship between preschool children’s reading and writing abilities before and after participating in whole language approach activities on significant landmarks in Phra Nakhon Si Ayutthaya Province (p < .05).
2. Preschool children’s reading and writing abilities after participating in the activities were higher than before the experiment, both overall and in each aspect.