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This research aims: 1.) to develop phonic reading skills for Chinese Mandarin of third-grade students at Anubaan Chiang Mai School. 2) To improve the teachers’ teaching skills for phonic reading and 3) To compare the phonic reading skills of the third-grade students before and after studying at Anubaan Chiang Mai School. The results of the research were summarized as follows: development score and relative development score of the third-grade students showed the development of students. The developmental means score was 4.08, while the relative developmental means score is 60.13.
The highest relative development score was 100 (6 students) and the lowest relative development score was 33.33 (1 student). The students were experimented with by reading nursery lyrical rhymes and the pretest and post-test scores were compared. The t-dependent method was used, and results had shown that all 60 students had a pre-test mean of 8.1333, a standard deviation of 3.03910, and a post-test mean of 12.2167, a standard deviation of 1.69837 When comparing the pretest and posttest result, there was a difference with a statistical significance at .001 level. By letting the students read nursery lyrical rhymes as a method of teaching in 3 lesson plans, it can be concluded that the teacher had managed the progress of students’ learning by focusing on the learners through reading nursery lyrical rhymes. This helped to develop and train the teacher’s skills to design excellent learning activities and learning innovations. This also encouraged students to develop themselves to their fullest potential. The learning activities within the lesson plans emphasized students training to improve their phonic reading skills for Chinese Mandarin characters to study and learn better Chinese Mandarin and apply the language in their daily life. It would lead students to be able to apply their overall knowledge to communicate in Chinese Mandarin and have interpersonal and work-related communication in the future.