DEVELOPING READING AND WORD SPELLING SKILLS 2ND GRADE STUDENTS IN DIVERSE INCLUSIVE CLASSROOMS USING UNIVERSAL DESIGN FOR LEARNING-BASED ACTIVITY SETS

Abstract

This study aimed to examine the development of word spelling reading skills among Grade 2 students in a diverse inclusive classroom through the use of reading activity sets based on the principles of Universal Design for Learning. The study employed a whole-class case study research design. The population consisted of Grade 2 students in schools under the Bangkok Metropolitan Administration. The target group comprised 30 Grade 2 students selected through purposive sampling from a classroom characterized by diversity in language background, reading ability, learning behavior, and learning readiness. The research instruments included seven Universal Design for Learning–based reading activity sets, a word spelling reading test based on the Grade 2 basic word list, a learning behavior assessment form, post-teaching reflection records, and a student satisfaction scale. Data were collected through pre- and post-assessment of word spelling reading skills, observation of learning behaviors during the activities, post-teaching records, and a student satisfaction survey. The data were analyzed using mean, percentage, standard deviation, a dependent samples t-test, and content analysis. The findings revealed that, after participating in the activities, the students’ mean score for word spelling reading skills increased from 14.00 points, or 70.00 percent, to 16.73 points, or 83.67 percent. The post-test scores were significantly higher than the pre-test scores at the .001 level, t(29) = 4.91, p < .001. In addition, 23 out of 30 students, or 76.67 percent, showed improved scores. Most students demonstrated learning behaviors at good to very good levels, with Activity 7 receiving the highest mean score of 14.03 out of 15 points. Overall student satisfaction with the activity sets was at a high level, with a mean of 2.56 and a standard deviation of 0.62. These findings indicate that the activity sets helped reduce learning barriers, enhance access to word spelling reading, promote participation, and support the reading development of students with diverse abilities in an inclusive classroom. Therefore, teachers can apply this approach to early elementary students, including general learners, slow readers, and students at risk of learning difficulties, in an appropriate and responsive manner.