Policy Recommendations for Developing Literacy Skills of Students at the Primary Schools in Sawankhalok District Ander the Sukhothai Primary Educational Service Area Office 2

Abstract

          This research article aimed to 1) investigate the current and desirable conditions of students’ literacy development, and 2) examine policy recommendations for improving students’ reading and writing literacy. The study employed a mixed-methods research design. The participants consisted of 100 respondents, including 25 school administrators and 75 teachers, while 9 experts participated in the interview process. The research instruments included questionnaires and interview forms. Data were analyzed using percentage, mean, standard deviation, the Priority Needs Index (PNI), and content analysis.

           The findings revealed that: 1) the overall current condition of the students’ literacy development was at a high level, whereas the overall desirable condition was at the highest level; and 2) the policy recommendations for literacy development emphasized five major aspects. In terms of supervision and monitoring, schools should implement supportive supervision focusing on guidance and systematic data analysis, with evaluation based on teachers’ instructional improvement and students’ literacy achievement. Regarding teacher development, participation in goal setting, professional learning community (PLC) processes, and mentoring systems should be promoted to solve authentic classroom problems. In the aspect of policy and planning, literacy policies should establish clear quantitative and qualitative goals. Concerning instructional media, the schools should integrate diverse technological media with active learning approaches and provide sufficient materials appropriate to students’ abilities. Finally, reading promotion activities should be integrated across all learning areas through active learning and continuous collaboration among schools, families, and communities.