(The Development of a Model for Enhancing Reading and Writing Skills of Students in Grade 1 in an lnclusive School through the RTI (Response to Instruction) Process )

Abstract

The purposes of this dissertation aimed to create an instructional model for enhancing reading and writing skills of students in Grade 1 in an inclusive school through the RTI (Response to Instruction) process; to investigate the effectiveness on an instructional model for enhancing reading and writing skills of students in Grade 1 in an inclusive school through the RTI (Response to Instruction) process, as well as to evaluate an instructional model for enhancing reading and writing skills of students in Grade 1 in an inclusive school through the RTI (Response to Instruction) process. In the 1^st semester of the academic year 202014, the samples were teachers, school directors, heads of academic division, and Thai teachers working for Chiangrai Rajabhat University Demonstration School, as well as student parents of the grade-1 inclusive students of Chiangrai Rajabhat University Demonstration School, special education-specialized experts, as well as specialized teachers experiencing in their special education and inclusive classroom management. The research instruments drawn for this study were 1) a model of inclusive classroom management; 2) a checklist on inclusive student’s satisfactions toward the RTI technique-based instructional management; 3) a teacher’s guidebook and a checklist on teacher’s satisfactions on the creation of instructional media and trainings on the application of instructional media; 4) a checklist on the inclusive student’s satisfactions towards the RTI-based learning modules; 5) a teacher’s guidebook and a checklist on teacher’s satisfactions; 6) a teacher’s guidebook for inclusive students and a checklist on satisfactions towards pedagogical approaches designed for inclusive students; 7) a checklist on teacher’s satisfactions towards pedagogical approaches designed for inclusive students; 8) a pretest and a posttest on inclusive student’s reading and writing proficiencies, and 9) a lesson plan related to inclusive student’s integrated reading and writing skills improvements. The data were statistically analyzed using Frequency Distribution, Percentage, Mean ( ), and Standard Deviation (SD).

            The findings of the study were as follows:

1. A model for enhancing the grade-1 student’s inclusive classroom management with its IOC of 0.50; a learning module and a teacher’s guidebook for inclusive students with its IOC of 0.67; a checklist on the evaluation of inclusive students’ reading and writing abilities with its significant difference of 0.01, its validity of 0.820 – 0.946; a learning package of instructional media with a learning module on the application of instructional media and a teacher’s guidebook with its IOC of 0.60-1.00; a teacher’s guidebook for inclusive students with its IOC of 0.50-1.00; a specific learning module for inclusive student’s reading and writing skills improvements with its IOC of 0.67-1, and teachers’ and student parents’ satisfactions towards the implementation of grade-1 inclusive students’ reading and writing skills improvements through the RTI process with its IOC of 0.80-1.00 were all found. As a result, the effectiveness of research instruments carried out for the implementation of a model for enhancing the grade-1 inclusive students’ reading and writing improvements through the RTI process, according to the 1^st hypothesis of the study, was rated at a good level.
2. The effectiveness of a model for enhancing reading and writing skills of students in Grade 1 in an inclusive school through the RTI (Response to Instruction) process were as follows:

2.1 The grade-1 inclusive students’ abilities in their reading and writing skills

have more increased;

    2.2. The grade-1 inclusive students’ satisfactions towards the implementation of a

model for enhancing reading and writing skills were rated at a higher level.

1. The model appropriateness obtained from the application of a model for enhancing reading and writing skills of students in Grade 1 in an inclusive school through the RTI (Response to Instruction) process was finally rated at a good level.