Novi Cynthia Yusnita, Dara Aisyah

Use of Learning to Read Methods Without Spelling in Early Childhood Reading

Introduction

Use of learning to read methods without spelling in early childhood reading. Discover how learning to read without spelling benefits early childhood, improving letter recognition, vocabulary, and word connection. A qualitative study explores effective reading methods.

Abstract

The problem that occurs in this study is that children often spell when reading a word or text. This of course will take a long time to read and become a habit when they enter further education. The purpose of this study was to determine the use of learning to read without spelling in early childhood. The research method used is descriptive qualitative research that is describing something that happens through the observations that have been made. The subjects in this study were early childhood, parents and tutors at Rumah Pintar Alamanda. The data collection technique used was observation of children and interviews with parents and tutors as well as documentation. Based on the results of the research and analysis that has been carried out, it appears that children are better at recognizing letters, vocabulary and connecting words at the beginning of reading by using the learning method to read without spelling. This is proven when the child is able to name the letters intended by the teacher. So that the use of the method of learning to read without spelling can help children in beginning reading in early childhood. Several things were done in this study, namely: (1) Introducing letters in a different way; (2) Introducing syllables; (3) Reading various syllables; (4) Read together. All of these activities are carried out under the direction and guidance of the tutor so that children can be even better at beginning

Review

This paper addresses a pertinent issue in early childhood education: the common habit of children spelling out words during reading, which can hinder fluency and efficiency. The study aims to investigate the utility of a "learning to read without spelling" method for young children. Utilizing a descriptive qualitative approach, the research involved observations of early childhood subjects, along with interviews with parents and tutors at a specific learning center. The premise is compelling, suggesting a practical intervention for a widespread challenge in foundational literacy development. The methodology, described as descriptive qualitative, relies primarily on observations and interviews to capture the phenomena. While this approach can be valuable for understanding lived experiences and specific contexts, the abstract suggests a lack of depth in the qualitative analysis beyond mere description of observations. The study's focus on a single location, Rumah Pintar Alamanda, and a non-specified number of early childhood subjects, parents, and tutors, limits the generalizability of its findings. While the outlined activities (introducing letters differently, syllables, joint reading) provide a glimpse into the intervention, the absence of a detailed theoretical framework or comparative analysis makes it difficult to ascertain the specific mechanisms behind the reported effectiveness. Based on the research and analysis, the study claims that children showed improved recognition of letters, vocabulary, and word connections when using the proposed method. This is attributed to the child's ability to name letters intended by the teacher, supporting the efficacy of the "without spelling" approach in beginning reading. However, the abstract does not provide details on how "better" was measured or any baseline comparisons, which is crucial for substantiating such claims in a qualitative study. Future research would benefit from a more robust methodological design, potentially incorporating comparative groups or mixed-methods approaches to quantify the impact and establish a stronger evidence base for the "learning to read without spelling" method across diverse early childhood settings.

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