Improving Beginning Reading Ability Using Multisensory Methods in Students with Learning Barriers in Grade IV Elementary School

This study aims to analyze the improvement of early reading skills in students with learning disabilities through the implementation of a multisensory method integrating visual, auditory, kinesthetic, and tactile stimulation. This Classroom Action Research (CAR) was conducted collaboratively in three cycles involving 24 fourth-grade students, with three students with reading difficulties (AM, PS, and HS) selected as the primary subjects. Each cycle consisted of planning, implementation, observation, and reflection stages. The intervention utilized multisensory learning materials, including sand letters, embossed letter cards, and touch whiteboards. Data were collected through observation, interviews, documentation, and early reading performance tests assessing fluency, pronunciation, and intonation. Data analysis was conducted using qualitative descriptive and comparative analysis across cycles. The findings demonstrated gradual improvement in early reading skills. The classroom average score increased from 71.04 in the pre-cycle to 73.08 in Cycle I, 78.61 in Cycle II, and 80.75 in Cycle III, with mastery achievement increasing from 37.5% to 100%. The three target students also showed improvement: AM from 20 to 75, PS from 30 to 75, and HS from 25 to 75. These findings indicate that systematic and repeated multisensory instruction effectively supports early reading development among students with learning disabilities.