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Abstract

Beginning reading skills constitute a fundamental literacy foundation that must be mastered by first-grade elementary school students, including those with diverse learning needs and early reading difficulties. However, preliminary classroom observations revealed that beginning reading instruction is still dominated by conventional media such as letter cards, textbooks, worksheets, and teacher-centered explanations, which tend to be less effective in sustaining students’ attention, motivation, and participation. This study aimed to develop and evaluate Canva-assisted interactive learning media to improve students’ beginning reading skills within an inclusive classroom context. The study employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through classroom observations, semi-structured interviews, expert validation sheets, and student response questionnaires. The developed media integrates text, images, color, audio, and simple game-based activities to support letter recognition, syllable reading, and simple word reading.The results indicate that the Canva-assisted interactive media achieved high validity according to expert evaluation and was deemed practical based on positive student responses. Furthermore, its implementation improved students’ engagement and beginning reading performance, particularly among learners who initially experienced reading difficulties. In conclusion, the developed interactive media is both valid and practical, and it contributes to more engaging, accessible, and inclusive beginning reading instruction for first-grade elementary students.

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