Analysis of Canva-Based Teaching Modules: A Solution to Improve Reading Skills for Slow-Reading Children in Elementary Schools

Abstract

Slow-reading children in elementary school often encounter difficulties in decoding and text comprehension due to the limitations of conventional media that lack visual support. This study aims to analyze the feasibility and effectiveness of Canva-based teaching modules as a strategic solution to improve the reading skills of these students. The study employed a descriptive-quantitative method through expert validation, field trials, and a pretest-posttest design involving twenty-eight lower-grade students. Data were collected using module validation instruments, standardized reading tests, and questionnaires assessing teacher and student responses. Data analysis utilized descriptive statistical analysis and paired difference tests. The results indicate that the product meets the criteria of being highly valid and practical, with significant improvements observed in the aspects of reading fluency, accuracy, and comprehension. The conclusion affirms that Canva-based modules are proven effective as an adaptive alternative for literacy intervention. The practical implications strengthen material differentiation strategies, making them worthy of recommendation for sustainable inclusive remedial programs at the elementary school level.