THE DEVELOPMENT OF A SUPPLEMENTARY READING BOOK SERIES, "LEARNING POEMS AND TEACHING VOWELS: WE LOVE PHAYAO," IN CONJUNCTION WITH THE FOUR BLOCKS LEARNING TECHNIQUE, AIMS TO IMPROVE READING COMPREHENSION ACHIEVEMENT FOR FIRST-GRADE STUDENTS

Abstract

This research article aimed to: 1) study the basic information; 2) develop and determine the efficiency of the supplementary reading books based on the 80/80 efficiency criterion; 3) implement the supplementary reading books; and 4) evaluate the use of the supplementary reading books. The target group in this study consisted of 11 first-grade students from one classroom at Ban Mae Tam School, under the Office of Phayao Primary Educational Service Area 2, Phayao Province, during the second semester of the 2025 academic year. The research instruments consisted of: 1) four volumes of supplementary reading books; 2) lesson plans; 3) a 30-item learning achievement test; and 4) a student satisfaction questionnaire. The data were analyzed using mean, standard deviation, dependent t-test, and content analysis

The research findings revealed that: 1) The results of the basic information study for the development indicated that reading promotion books are one type of educational innovation and instructional media that enable learners to study independently. In addition, the Four-Blocks teaching technique was found to be an instructional approach for developing reading skills by providing learners with opportunities to read, and then connecting prior knowledge with new knowledge. Experts, teachers, and students shared consistent opinions regarding the need to develop reading promotion books. 2) The results of the development and efficiency assessment of the reading promotion books showed that the efficiency values (E₁/E₂) for individual trials were 68.89/64.44, for small group trials were 67.50/70.37, and for the field tryout were 82.14/85.00. 3) The results of the implementation of the reading promotion books showed that the efficiency (E₁/E₂) was 85.42/90.71, which met the established criterion of 80/80. 4) The results of the evaluation and revision of the reading promotion books revealed that students’ post-learning achievement was significantly higher than their pre-learning achievement at the .01 level of statistical significance. Furthermore, the students’ overall satisfaction was at the highest level.