Enhancing Early Reading Skills in Students with Learning Difficulties through Project-Based Multisensory Instruction
DOI:
https://doi.org/10.56916/jirpe.v4i3.1956Keywords:
multisensory learning, project-based learning, early reading skills, learning difficulties, inclusive educationAbstract
Early reading skills constitute fundamental cornerstones in children's academic development, yet significant proportions of elementary students encounter substantial barriers in mastering critical literacy competencies. This study investigated the effectiveness of project-based multisensory instruction in enhancing early reading skills among third-grade students with learning difficulties. This action research employed a qualitative approach using the Kemmis and McTaggart model with two implementation cycles. Twelve third-grade students with early reading difficulties at SDN 006 Rantau Pulung participated in the study. The intervention integrated visual, auditory, tactile, and kinesthetic modalities through plasticine manipulation and diorama creation activities. Data collection utilized reading ability tests, structured observations, and performance assessments across multiple literacy components including word reading, writing, creative expression, and storytelling capabilities. The intervention achieved remarkable success, with 100% of students reaching satisfactory performance levels by Cycle II, compared to 75% in Cycle I. Students who initially struggled most demonstrated the greatest improvements, with gains reaching up to 35.25%. The overall class average increased significantly by 9.15%, while performance variability decreased substantially (standard deviation reduced from 18.74% to 6.94%), indicating improved learning equity across the classroom. The findings provide compelling evidence that multisensory project-based approaches effectively address diverse learning needs in inclusive settings. The integration of concrete manipulatives with systematic literacy instruction successfully eliminated performance disparities while maintaining high engagement levels. The research contributes theoretical validation for asset-based approaches to learning difficulties and offers practical frameworks for implementing inclusive literacy instruction that accommodates diverse learning profiles in elementary education contexts.
References
Aisyah, R. A., & Wibowo, S. E. (2025). Efforts to Improve Early Reading Skills and Learning Motivation Through Digital Flipbook Media. Jurnal Prima Edukasia, 13(2). https://doi.org/10.21831/jpe.v13i2.75663
Apel, K. (2009). The acquisition of mental orthographic representations for reading and spelling development. Communication Disorders Quarterly, 31(1), 42–52. https://doi.org/10.1177/1525740108325553
Barr, P. S., & Chinwonno, A. (2016). The effects of project-based reading instruction on English reading ability and intercultural communicative competence of undergraduate students. Journal of Education and Innovation, 18(3), 27-44. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/66586
Basam, F., & Sulfasyah, S. (2018). Metode Pembelajaran Multisensori VAKT Sebagai Upaya Meningkatkan Kemampuan Membaca Lancar Siswa Kelas II. JRPD (Jurnal Riset Pendidikan Dasar), 1(1), 18-24.
Cárdenas, J., & Inga, E. (2021). Methodological experience in the teaching-learning of the English language for students with visual impairment. Education Sciences, 11(9), 515. https://doi.org/10.3390/educsci11090515
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological science in the public interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271
Clemens, N.H., Lai, M.H.C., Burke, M., & Wu, J.-Y. (2017). Interrelations of growth in letter naming and sound fluency in kindergarten and implications for subsequent reading fluency. School Psychology Review, 46(3), 272–287. https://doi.org/10.17105/SPR-2017-0032.V46-3
Cunningham, A.E., & Stanovich, K.E. (1990). Early spelling acquisition: Writing beats the computer. Journal of Educational Psychology, 82(1), 159–162. https://doi.org/10.1037/0022-0663.82.1.159
Eripek, S. (2009). Zihinsel yetersizliği olan çocuklar. Ankara: Maya Akademi.
Fresneda, R. G., & Iváñez, M. P. (2022). Effects of the development of reading comprehension questions on learning improvement. Revista de Lenguas Para Fines Específicos, 28(1), 61-74. https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/1454
Friska, Y. (2018). Improving Students’ Reading Comprehension Of Narrative Text Through Project Based Learning (A Classroom Action Research in the Second Year of MTs Jamiyyah Islamiyyah Pondok Aren). ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 3(1), 47-58. http://dx.doi.org/10.24235/eltecho.v3i1.2570
Graham, S. (2020). The sciences of reading and writing must become more fully integrated. Reading Research Quarterly, 55(S1), S35–S44. https://doi.org/10.1002/rrq.332
Hourcade, J. (2002). Mental Retardation: Update 2002. ERIC Digest. https://eric.ed.gov/?id=ED473010
Hulme, C., & Snowling, M.J. (2013). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7(1), 1–5. https://doi.org/10.1111/cdep.12005
Imbaquingo, A., & Cárdenas, J. (2023). Project-based learning as a methodology to improve reading and comprehension skills in the English language. Education Sciences, 13(6), 587. https://doi.org/10.3390/educsci13060587
Jannah, K., & Artiningsih, H. (2025). Improving Early Reading Skills through Picture Word Cards at RA Ma'arif III Tanjungarum. Jurnal Profesi Guru Indonesia, 2(1), 203-213. https://doi.org/10.62945/jpgi.v2i1.462
Kavlu, A. (2015). The effect of project–based learning on undergraduate EFL students’ reading comprehension ability. Journal of Education in Black Sea Region, 1(1).
Khosa, M. (2025). The Effects of a Print-Rich Literacy Environment on Developing Early Reading Skills in the Foundation Phase Classroom. Reading Psychology, 46(4), 331-359. https://doi.org/10.1080/02702711.2024.2447243
Krämer, S., Möller, J., & Zimmermann, F. (2021). Inclusive education of students with general learning difficulties: A meta-analysis. Review of Educational Research, 91(3), 432-478. https://doi.org/10.3102/0034654321998072
Kusmayanti, S. (2019). Membaca permulaan dengan metode multisensori. Jurnal Pendidikan UNIGA, 13(1), 222-227. https://doi.org/10.52434/jp.v13i1.832
Li, J.X., & James, K.H. (2016). Handwriting generates variable visual output to facilitate symbol learning. Journal of Experimental Psychology: General, 145(3), 298–313. https://doi.org/10.1037/xge00 00134
Liao, Y. C., & Chen, M. S. (2023). The Project-Based Learning Study of Insurance Information Courses to Simulate the Application of Online Analytical Processing. Applied System Innovation, 6(2), 47. https://doi.org/10.3390/asi6020047
López-Olóriz, J., Pina, V., Ballesta, S., Bordoy, S., & Pérez-Zapata, L. (2020). Proyecto Petit UBinding: método de adquisición y mejora de la lectura en primero de primaria. Estudio de eficacia. Revista de logopedia, foniatría y audiología, 40(1), 12-22. https://doi.org/10.1016/j.rlfa.2019.06.001
Martínez Salcedo, D. P. (2022). Project-Based Learning (PBL), an Interdisciplinary Methodological Strategy. Nomadas, 56, 295-304. http://www.scielo.org.co/scielo.php?pid=S0121-75502022000100295&script=sci_abstract&tlng=en
Mirza, A., & Gottardo, A. (2023). The role of context in learning to read languages that use different writing systems and scripts: Urdu and English. Languages, 8(1), 86. https://doi.org/10.3390/languages8010086
OECD. (2007). Students with disabilities, learning difficulties, and disadvantages: Policies, statistics, and indicators. OECD Publishing. https://doi.org/10 .1787/9789264027619-en
Ostrolenk, A., Forgeot d’Arc, B., Jelenic, P., Samson, F., & Mottron, L. (2017). Hyperlexia: Systematic review, neurocognitive modelling, and outcome. Neuroscience & Biobehavioral Reviews, 79, 134– 149. https://doi.org/10.1016/j.neubiorev.2017.04.029
Paige, D.D., Rupley, W.H., Smith, G.S., Olinger, C., & Leslie, M. (2018). Acquisition of letter naming knowledge, phonological awareness, and spelling knowledge of kindergarten children at risk for learning to read. Child Development Research, 2018, Article 2142894. https:// doi.org/10.1155/2018/2142894
Pérez Aguirre, R., González Espada, W., & Sarasola Bonetti, M. (2022). Implementación del aprendizaje basado en proyectos en centros de educación media uruguayos. Pensamiento educativo, 59(2), 1-17. http://dx.doi.org/10.7764/pel.59.2.2022.10
Roberts, T.A., Vadasy, P.F., & Sanders, E.A. (2019). Preschoolers’ alphabet learning: Cognitive, teaching sequence, and English proficiency influences. Reading Research Quarterly, 54(3), 413–437. https://doi. org/10.1002/rrq.242
Salceda, J. C. R., Montesinos, M. M. T., & Alonso, G. A. (2020). Reading rate in Spanish-speaking students: A meta-analysis. Revista de Psicodidáctica (English ed.), 25(2), 158-165. https://doi.org/10.1016/j.psicoe.2020.01.001
Salsabila & Wahyudi, U. M. W. (2025). Effectiveness of Flashcard Learning Media Using Canva Application to Enhance Early Reading Skills in First Grade Students. Jurnal Gentala Pendidikan Dasar, 10(2), 353-367. https://online-journal.unja.ac.id/gentala/article/view/45213
Saputri, I. W., & Lasari, Y. L. (2025). Improving Students' Reading Skills Through Project-Based Learning Methods. Progressive Journal of Educational Science, 1(1), 11-18. http://www.dinamikailmu.org/index.php/progressive/article/view/104
Sayenti, N. N. W. R., & Wiarta, I. W. (2024). The Effectiveness of Flashcard Media in Improving Early Reading Skills in Early Childhood Group B. Jurnal Pendidikan Anak Usia Dini Undiksha, 12(3), 446-454. https://doi.org/10.23887/paud.v12i3.80270
Shiraz, M. P., & Larsari, E. E. (2014). The Effect of Project-Based Activities on Intermediate EFL Students' Reading Comprehension Ability. Journal of Effective Teaching, 14(3), 38-54. https://eric.ed.gov/?id=EJ1060442
Simanjuntak, G. M., Widyana, R., & Astuti, K. (2020). Pembelajaran Metode Multisensori Untuk Meningkatkan Kemampuan Pra-Membaca Pada Anak Usia Pra-Sekolah. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 11(1), 51-54. https://doi.org/10.17509/cd.v11i1.21082
Slamet, S. Y., Adi, F. P., & Suryandari, K. C. (2025). Improving Students' Reading Comprehension Skills through the Implementation of Project-Based Learning Models and Learning Motivation. International Journal of Elementary Education, 9(2), 370-380. https://doi.org/10.23887/ijee.v9i2.95052
Soleimani, H., Rahimi, Z., & Sadeghi, H. (2015). Project-Based Learning and Its Positive Effects on Iranian Intermadiate EFL Learners Reading Ability and Vocabulary Achaivement. International Journal of English Language and Literature Studies, 4(1), 1-9. https://ideas.repec.org/a/asi/ijells/v4y2015i1p1-9id601.html
Song, X., Razali, A. B., & Jeyaraj, J. J. (2025). How project-based learning improves college EFL learners’ critical thinking skills and reading comprehension ability: A case study. Language Teaching Research, 13621688251352275. https://doi.org/10.1177/13621688251352275
U.K. Public General Acts. (2014). Children and Families Act, Section 20. http://www .legislation.gov.uk/ukpga/2014/6/section/20/enacted
U.S. Department of Education. (2007). Institute of Education Sciences, National Assessment of Educational Progress (NAEP) Data. http://nces.ed.gov/nationsreportcard/
Vásconez Paredes, C. D., & Inga Ortega, E. M. (2021). El modelo de aprendizaje TPACK y su impacto en la innovación educativa desde un análisis bibliométrico. INNOVA Research Journal, 6 (3), 79-97. https://dialnet.unirioja.es/servlet/articulo?codigo=8226194
Viramontes, E., Amparán, A., & Núñez, L. D. (2019). Comprensión lectora y el rendimiento académico en Educación Primaria. Investigaciones Sobre Lectura, 12, 65-82. https://digibug.ugr.es/handle/10481/60379
Yangari, M., & Inga, E. (2021). Educational innovation in the evaluation processes within the flipped and blended learning models. Education Sciences, 11(9), 487. https://doi.org/10.3390/educsci11090487
Yin, L., Lai, J., Zhang, S., Bao, C., & Zhao, J. (2023). Early reading skills in Chinese children with autism spectrum disorder. Reading and Writing, 36(6), 1515-1537. https://doi.org/10.1007/s11145-022-10300-7.
Zambrano, M., Hernández, A., & Mendoza, K. (2022). El aprendizaje basado en proyectos como estrategia didáctica. Conrado, 18 (84), 172-182. http://scielo.sld.cu/scielo.php?pid=S1990-86442022000100172&script=sci_arttext
Zhang, S., & Joshi, R. M. (2019). Profile of hyperlexia: Reconciling conflicts through a systematic review and meta-analysis. Journal of Neurolinguistics, 49, 1–28. https://doi.org/10.1016/j.jneuroling.2018. 08.001
Zhang, W., Lu, M., & Yang, P. (2023). An empirical study about the impact of project‐based learning on reading literacy of primary students in a blended learning environment. Psychology in the Schools, 60(12), 4930-4945. https://doi.org/10.1002/pits.22949
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Basuki, Edi Purwanta
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
