Facilitating the Improvement of Early Childhood Reading Literacy Skills in Lheu Blang Village

Abstract

This study and community service program aims to improve early childhood reading literacy skills in Lheu Blang Village. Reading literacy is a fundamental component of children’s academic and social development; however, many children in this rural area face challenges, including limited letter recognition, difficulty reading simple sentences, and weak writing skills. The program employed a systematic Community Service Program (CSP) approach consisting of four stages: preparation, implementation, monitoring and evaluation, and reporting. The intervention was conducted over three days and involved 15 participants from kindergarten to third grade. Learning activities were designed using creative, interactive methods, including alphabet cards, word games, and reading competitions, with a play-based approach. The results indicate a significant improvement in students’ literacy skills. Kindergarten students who initially lacked letter recognition became familiar with most of the alphabet and began spelling. First- and second-grade students showed improved fluency in reading simple sentences, while third-grade students demonstrated better writing structure and accuracy. The discussion highlights that interactive, engaging, and supportive learning environments combined with parental and community involvement play a crucial role in enhancing literacy development. In conclusion, the program effectively improved children’s reading literacy, increased their motivation to learn, fostered critical thinking, and strengthened their academic readiness. Sustainable support and continued literacy-based activities are recommended to maintain and further develop these outcomes.