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Early reading skills are fundamental competencies that must be mastered by elementary school students, as they serve as the foundation for future academic success. However, conventional teacher-centered instruction often fails to maximize students’ active engagement in learning. This study aims to analyze the effectiveness of the Project Based Learning model assisted by mind mapping media in improving the early reading skills of second-grade elementary students. This research employed a quantitative approach with an experimental design. The participants were second-grade students who received instruction through the Project Based Learning model assisted by mind mapping media. Data were collected using reading skill tests administered before and after the treatment. The data were analyzed to identify differences in students’ reading abilities following the implementation of the learning model. The findings indicate that the implementation of Project Based Learning assisted by mind mapping media has a positive effect on students’ early reading skills. The model promotes active student participation, enhances critical and creative thinking skills, and facilitates comprehension through structured visual representation of concepts. Furthermore, the learning environment becomes more interactive and meaningful, increasing students’ motivation to engage in reading activities. Therefore, the Project Based Learning model assisted by mind mapping media is recommended as an alternative instructional strategy to improve early reading skills in elementary schools.

This study aims to evaluate the effectiveness of the Structural Analytic Synthetic (SAS) method in enhancing the early reading skills of first-grade students in Catholic Religious Education at SD YPPK Yohanes Paulus II Obaa, Mappi Regency, South Papua Province. The study employed a Classroom Action Research approach using a cyclical model comprising the stages of planning, implementation, observation, and reflection, conducted over two cycles. The research subjects consisted of 25 students, and data were collected through reading tests, classroom observations, and documentation. The results indicated a significant improvement in students’ early reading skills, with learning mastery increasing from 61% in the first cycle to 100% in the second cycle. This success was associated with the implementation of the SAS method through structured learning stages, progressing from sentences to words, syllables, and letters, accompanied by the use of varied media and intensive teacher guidance. In addition to improving reading skills, the SAS method was also found to enhance students’ interest, participation, and learning motivation. Therefore, the SAS method is recommended as an effective strategy for teaching early reading to young elementary school students, particularly within the context of Catholic Religious Education.

The main problem in this study is how the influence of picture word media in pursuing the ability of early pre-reading in group B children in Insan Cemerlang Kindergarten, Makassar City. This study aims to find out how the influence of picture word media in pursuing the ability of early pre-reading in group B children in Kindergarten Insan Cemerlang Makassar City. The type of research used was an experiment using a one group pretest-posttest research design. The sample used was 14 students of class B2 of Insan Cemerlang Kindergarten. The instrument used to collect the data was a pre-reading developmental check technique. Data collection techniques through observation, interviews and documentation. The data analysis technique used was the Wilcoxon Signed Rank Test with the IBM SPSS 25 program. Based on the results of the study, it showed a significant influence on children's initial pre-reading ability after being treated in the form of picture word media. The average pre-test score is 5.5 while the average post-test score increases to 13. Based on the results of the analysis of the Wilcoxon Signed Rank Test data, the Asymp.sig (2-tailed) value of 0.01 indicates that the probability is below 0.05 (p<0.05). So Ho was rejected. Thus, the media of pictorial words has been proven to have a significant effect in overcoming the initial pre-reading ability of group B children at Insan Cemerlang Kindergarten in Makassar City. This research contributes to the development of effective learning methods to improve early pre-reading skills in early childhood

This research aims to analyze the initial reading ability of grade I students at elementary school and the success factors in beginning reading. Initial reading is the initial stage that a person does before being able to reach a higher level of reading. This study uses a qualitative method with results described descriptively. Data collection was carried out using tests, interviews, and observations. The result of this study is that the level of initial reading ability of grade I students of elementary school is in the very good category. This success is supported by the start of early reading from PAUD or TK, advanced reading exercises in elementary schools, the role of classroom literacy corners, and parental support.

This research aims to analyze the initial reading ability of grade I students at elementary school and the success factors in beginning reading. Initial reading is the initial stage that a person does before being able to reach a higher level of reading. This study uses a qualitative method with results described descriptively. Data collection was carried out using tests, interviews, and observations. The result of this study is that the level of initial reading ability of grade I students of elementary school is in the very good category. This success is supported by the start of early reading from PAUD or TK, advanced reading exercises in elementary schools, the role of classroom literacy corners, and parental support.

Early reading is an important foundation in mastering language skills, especially for first grade elementary school students. Problems that often arise at this stage include difficulty in recognizing letters, arranging letters into words, and pronunciation and understanding simple reading. This study aims to analyze the early reading skills of first grade students in terms of cognitive and psychomotor aspects, and to identify factors that hinder their achievement. This study uses a descriptive quantitative approach with test instruments to assess cognitive abilities and observations to assess psychomotor skills. The subjects of the study consisted of five first grade students. The results showed that most students had very good cognitive abilities in early reading, but their psychomotor abilities tended to be low. A gap was found between theoretical understanding and practical skills of students. This finding emphasizes the importance of a balanced and holistic learning strategy so that students not only understand conceptually, but are also able to apply reading skills in real life.

Dyslexia is not a disorder that occurs due to a person's physical disability but rather refers to the brain that functions as a processor, dyslexia is a nerve disorder that is useful in language processing that makes sufferers have difficulty in identifying words. The purpose of this study is to identify and also describe the appropriate handling and strategies applied by educators in helping dyslexic students who have difficulty reading at the beginning with symptoms that usually occur, namely sufferers will be slow and hesitant in speaking, and difficulty in choosing the right words to express the meaning they want to convey, so the spelling method is used as a strategy to overcome it, which is a way of learning to read that starts from spelling letter by letter. The strategy of using this spelling method is indeed the most suitable to use, proven by the experience of several people who have handled dyslexic and also previous studies that present a comparison between before and after applying this method, and the results obtained show that there is a significant increase in student learning outcomes after applying this spelling method.

Early reading ability is a basic skill that is important to be mastered by early grade students as a foundation for learning at a higher level. However, based on observations in class 1B of SD Negeri 104202 Bandar Setia Village, it was found that many students had difficulty in early reading, such as recognizing letters, combining letters into words, and understanding the meaning of simple words. This study aims to improve students' early reading ability through the use of picture media. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles. Each cycle consists of the stages of planning, implementation, observation, and reflection. The subjects of this study were 29 students of class 1B of SD Negeri 104202 Bandar Setia Village. This study was conducted at SD Negeri 104202 Bandar Setia Village on Jl. Terusan Dusun V, Bandar Khalifah, Kec. Percut Sei Tuan, Deli Serdang Regency. Data were collected through observation, reading ability test results, and documentation. The results showed that the use of picture media significantly improved students' early reading ability. The improvement is seen from the results of the reading ability test, active student participation during learning, and increased student interest in learning. This can be seen from the results of the assessment carried out starting from the pre-cycle, cycle 1 and cycle 2. The use of visual media to improve Indonesian literacy in elementary schools can improve achievement, ability, and improve student learning outcomes at SD Negeri 104202 Bandar Setia Village. In addition, image media helps students understand the material more easily in a fun and interesting way. The conclusion of this study is that image media is effective as a learning aid to improve early reading skills in early grades. It is hoped that teachers can continue to develop visual-based learning media to create a more interesting and interactive learning atmosphere.

This study aims to analyze the barriers in early childhood reading skills at Al-Mukaddimah Kindergarten. The main focus of this research includes identifying barriers experienced by children, factors that influence these barriers, and teacher efforts in overcoming reading difficulties. The method used is descriptive qualitative with a case study approach, which involves observation, interviews and documentation. The results show that there are several barriers in early reading skills, such as difficulty recognizing letters, distinguishing letters, and understanding symbols and numbers. Factors that influence these obstacles include the child's psychological condition, family environment, and learning methods applied by the teacher. Teachers' efforts in overcoming these obstacles are carried out through a fun and interactive approach, including the use of interesting learning media and varied teaching strategies. This research is expected to contribute to the development of reading learning methods in early childhood and provide recommendations for teachers and parents in supporting children's reading skills.

The main problem in this study is the influence of flash card media on the results of reading skills of grade 1 students of UPTD SDN 214 Inpres Bawalangiri. This study aims to describe the Influence of Flash Card Media on Beginning Reading Skills for the Indonesian Language Subject for Grade 1 UPTD SDN 214 Inpres Bawalangiri. This type of research is quantitative research that uses experimental research (pre-experimental design) with a one-group pretest-posttest design. The population in this study were all grade 1 students of UPTD SDN 214 Inpres Bawalangiri with a sample size of 31 students. The research instruments used in collecting data were tests (pretest-posttest) and observation sheets. The data analysis technique used in this study used descriptive statistical analysis and inferential statistical analysis with the t-test. The results of the study prove that there is an influence of reading skills with flash card media on grade 1 students of UPTD SDN 214 Inpres Bawalangiri.

Early literacy materials can give a person softness of heart, critical thinking skills and creative understanding. The purpose of this study was to understand the ways in which teachers teach group B children aged 5-6 years about the concept of reading and to identify factors that may hinder the successful implementation of these strategies. This study utilized a qualitative method with a descriptive approach. Data was collected by conducting observations, interviews and documentation. The research noted that teachers apply a variety of strategies in introducing core reading concepts including; whiteboard media as an opener, coloring as a habituation in recognizing letters, letter guessing games with smart wall media, storytelling, stage books. The implementation of these strategies has been quite optimally done at Ra Al-Kamal because the teachers are very enthusiastic and fast so that the learning process is carried out conducively. 

Early childhood, commonly referred to as AUD (Anak Usia Dini), is the period from birth to six years old, which is crucial for the development of character and personality. At this stage, support from both parents and teachers is essential to help optimize children's potential according to their characteristics. One important aspect of early childhood development is language skills, which include listening, speaking, writing, and reading. Reading is a fundamental ability, as it serves as the foundation for developing other skills. In kindergarten-aged children, reading ability is known as emergent or beginning reading.This research aims to improve the beginning reading skills of children at PAUD Imanuel Maubele through the use of picture word card media. The research employs a Classroom Action Research (CAR) approach following the Kemmis and McTaggart model, which consists of planning, action, observation, and reflection stages, implemented in two cycles. The study involved 24 children aged 5-6 years, consisting of 14 girls and 10 boys. Data were collected using observation sheets.The pre-action observations showed that the children's beginning reading skills were still low, with an average achievement of only 42.59%. After implementing the first cycle, the average increased to 68.34%, with two children reaching the class success indicators. In the second cycle, the results showed a significant improvement, with an average achievement of 95.57%. These findings indicate that using picture word card media can effectively enhance the beginning reading abilities of early childhood students at PAUD Imanuel Maubele.

You really need to pay attention to beginning reading because if basic learning is not strong or solid, it will cause difficulties when reading properly. This article describes the results of using the spelling method in improving beginning reading skills in lower grade students. This research uses qualitative research methods obtained from literature studies. According to several literature and research conducted regarding the use of spelling methods, there has been an increase in students' initial reading abilities, especially in lower grades. The use of the spelling method can be said to be very successful in improving students' initial reading abilities.    

This research aims to determine the factors that cause initial reading difficulties in second grade elementary school students and the solutions that can be provided. The approach used in this research is qualitative with descriptive methods. The subjects of this research were second grade elementary school students. Data collection techniques include observation, interviews and documentation. Analysis techniques include data reduction, data presentation, and drawing conclusions or verification. Based on the research results, the factors causing the difficulties students experience in reading are a lack of guidance and concern from parents, a lack of reading learning activities at home and at school, and a lack of interest in learning within the students themselves.    

The main problem in the research is identifying the factors that hinder the initial reading learning process for class I UPT SPF SD Inpres Jongaya students, Tamalate District. The research aims to analyze the factors inhibiting beginning reading in class I UPT SPF SD Inpres Jongaya, Tamalate District. The type of research is qualitative research with descriptive methods. Researchers collect data through observation, interviews and documentation. The subjects in the research were 5 students in class I UPT SPF SD Inpres Jongaya, Tamalate District, who were classified as having low initial reading ability. The results of the research show that there are two factors that hinder the initial reading learning process at UPT SPF SD Inpres Jongaya, Tamalate District, namely internal factors and external factors. Internal factors include children's lack of memory, children's slow understanding of learning, students' lack of attention to learning in class, excessive pressure on children, and children's lack of motivation and interest. External factors include lack of parental attention, lack of learning media available at home, lack of teacher skills, students never attending PAUD, lack of focus on reading activities at students' previous school (TK), limited time and attention of the community as well as the use of gadgets and playing excessive online games. Thus, it can be concluded that these factors hinder the initial reading learning process for class I students at UPT SPF SD Inpres Jongaya, Tamalate District.

This research aims to improve students' initial reading skills using audio-visual media in class I UPTD SDN 145 Inpres Pampangan. This research is Classroom Action Research, the subject of this research is class 1, totaling 30 students consisting of 18 boys and 12 girls. This research was carried out for 3 weeks. The implementation of this action was carried out during three 3 teaching and learning process meetings and at every third meeting there was a learning evaluation results test. This research was carried out as part of the Teaching Profession Strengthening (P2K) activities which started on September 11 2023 for the 2023/2024 academic year. The results of the research show that during the learning process there is a change in students' attitudes during the learning process in accordance with the results of observations, namely by applying reading skills through audio-visual media assisted by image media, it can increase students' self-confidence to ask both the teacher and their friends about material they don't know. understandable and can increase student attendance, and improve student reading skills with audio-visual media. So, beginning reading skills through audio-visual media are suitable for use in this class. This can be seen from the increase in learning outcomes for class I students at UPTD SDN 145 Inpres Pampangan, after learning initial reading skills through audio-visual media.    

The most common learning difficulties faced by Primary school students are difficulties in learning to read. In second-grade students of SD Negeri 4 Dukuhwaluh, this problem was also found, so this study aims to describe students' initial reading difficulties. This research used a descriptive qualitative research method of a case study. The subjects of this study included 9 students who had difficulty in reading, class teachers, and 9 students' parents. Observation, interviews, and document analysis were used to collect data. The validity test of the data used data and technique triangulations. Data analysis techniques used the Miles Huberman model; data collection, data reduction, data presentation, and drawing conclusions. Reading difficulties for second-grade students of SD Negeri 4 Dukuhwaluh were experienced by 9 students. The results showed that initial reading difficulties included the following: a) difficulty in recognizing letters, there were 2 students who did not recognize letters from A to Z. b) difficulty in reading diphthongs, there were 4 students who did not want to pronounce any letters or stuttered when reading diphthongs. c) difficulty in reading words, there were 4 students who were not fluent in reading words or were still spelling. d) not proficient in reading consonants, there were 2 students who only knew a few consonants, and e) not yet fluent in reading sentences, there were 9 students who were still not fluent in reading sentences. It can be concluded that the difficulties experienced by the 9 students were various.

Membaca permulaan merupakan tahapan proses belajar membaca bagi siswa sekolah dasar kelas awal. Tujuan dalam penelitian ini adalah untuk mengetahui faktor-faktor penghambat pembelajaran membaca permulaan siswa kelas 1 Sekolah Dasar Negeri 104204 Sambirejo Timur Tahun Ajaran 2022/2023, dan untuk mengetahui apa saja upaya yang dapat dilakukan untuk mengatasi hambatan pembelajaran membaca permulaan pada siswa kelas 1 Sekolah Dasar Negeri 104204 Sambirejo Timur Tahun Ajaran 2022/2023. Jenis penelitian ini adalah kualitatif. Yang menjadi sampel  dalam penelitian ini adalah peserta didik kelas 1 Sekolah Dasar Negeri 104204 Sambirejo Timur Tahun Ajaran 2022/2023. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu wawancara, observasi dan dokumentasi. Teknik analisis data yang digunakan adalah reduksi data, penyajian data dan penarikan kesimpulan. Berdasarkan data yang didapat peneliti, maka hasil penelitian adalah masik terdapat siswa yang mengalami kesulitan membaca dan terdapat faktor-faktor penghambat pembelajaran membaca permulaan yaitu diantaranya faktor dari diri siswa itu sendiri yaitu siswa masik mengeja dan belum mampu membaca dengan lancar dan tuntas. Dan faktor penghambat lainnya yaitu faktor lingkungan termasuk orang tua.