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Abstract
Children with mentally disable is a children who has cognitive barriers experience, in early reading it is often disturbed by the difficulty of remembering the letters, and also connecting phonemes with the objects. This article presents innovations on how to teach early reading to mentally disable students in elementary schools. The purpose of this study is to provide an overview of how teachers teach early reading to mentally retarded students in elementary schools. This study uses qualitative methods that describe how teachers teach early reading, with the subject of mentally disable classroom teachers at SDLB Kasih Ibu Pekanbaru. Data collection techniques are through observation and interviews. The results of research observation planning data, the teacher gives emphasis to the letters and shows the image in accordance with the initial letter given emphasis, and linking the material with everyday life that can be found by students using an easy to understand reading method. Observation data of the presentation component, the teacher in explaining the material using simple language, by verbal media and giving emphasis to the letters that students’ will be read. The conclusion of this study is the application of one component of the skills explains in teaching initial reading, the component of material presentation in the first day's observations has been going well.
Highlights
Abstrak: Anak-anak tuna grahita adalah anak-anak yang memiliki pengalaman hambatan kognitif, dalam membaca permulaan sering terganggu oleh kesulitan mengingat huruf, dan juga menghubungkan fonem dengan benda-benda
The ability to read must be possessed by every child, especially for mentally disable children, because mentally disable children who have the ability to read can help them to study subjects that are in school (Alsamiri, 2018), besides, the ability to read is one of the important competencies that must be mastered by children
The subject of this study was aimed at class I and II teachers in teaching early reading of mentally disabled students at SDLB Kasih Ibu Pekanbaru, in this study wanting to know the teacher's skills in teaching early reading, based on research methods, first reducing teacher data in applying teaching reading skills based on components of observation and interview
Summary
Abstrak: Anak-anak tuna grahita adalah anak-anak yang memiliki pengalaman hambatan kognitif, dalam membaca permulaan sering terganggu oleh kesulitan mengingat huruf, dan juga menghubungkan fonem dengan benda-benda. Memberikan gambaran tentang bagaimana guru mengajar membaca permulaan kepada siswa yang mengalami keterbelakangan mental di sekolah dasar. The Reading ability is the most important skill possessed by children in elementary school, without it will be difficult to follow other learning (Kurniaman, Zufriady, Mulyani, & Simulyasih SB, 2018), in communication reading skills greatly influence speaking skills, because by reading the cognitive abilities of students will grow due to the many vocabulary words students master (Pratama, Nurkamto, Rustono, & Marmanto, 2017). That children who have cognitive barriers will experience difficulties in the reading process (Mulyanii, Sunardi, & Yamtinah, 2017). The perceptual process is the introduction of the correspondence of the letter series with the sound of the language At this stage students are emphasized in introducing the first reading letter with the sound of the language
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