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p-Index From 2021 - 2026
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All Journal International Journal of Social Sciences and Humanities
Fery Muhamad Firdaus
Master's Program in Special Education, Faculty of Education, Graduate School, Yogyakarta State University, Indonesia
Arts Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Implementing the Fernald Method to Improve Early Reading Skills among Students with Reading Difficulties Dewi Yanti S; Fery Muhamad Firdaus
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.3529

Abstract

This study aimed to improve the early reading skills of students with reading difficulties through the implementation of the Fernald Method in Grade II of SDN 006 Teluk Pandan. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles, each involving planning, action, observation, and reflection. The participants were five students identified with reading difficulties. Data were collected through early reading tests, observations, interviews, and documentation, and were analyzed using descriptive quantitative and qualitative techniques supported by the Normalized Gain (N-Gain) analysis. The findings revealed that the Fernald Method effectively improved students' early reading skills across all assessed aspects. The average score for letter recognition increased from 84.0 to 95.0 (N-Gain = 0.75; high category), syllable reading from 80.8 to 87.0 (N-Gain = 0.36; moderate category), word reading from 56.0 to 75.2 (N-Gain = 0.44; moderate category), and sentence reading from 36.0 to 75.0 (N-Gain = 0.61; moderate category). All participants achieved the predetermined learning mastery by the end of Cycle II. These findings indicate that the Fernald Method is an effective alternative for improving early reading skills among students with reading difficulties in inclusive elementary schools.
Implementing the Repeated Reading Method to Improve Reading Fluency among Fourth-Grade Students in an Inclusive Elementary School Husnul Nisa; Fery Muhamad Firdaus
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.3530

Abstract

This study aimed to describe the implementation of the Repeated Reading method in an inclusive Year 4 classroom, examine improvements in reading fluency, and identify changes in the motivation and self-confidence of a student with special educational needs. Classroom Action Research was conducted in two cycles, each comprising three 70-minute sessions. Participants were 26 students, including one student with special educational needs. Quantitative data were collected using curriculum-based oral reading fluency measures to assess words correct per minute (WCPM) and accuracy, alongside a multidimensional scale for prosody. Qualitative data were obtained through classroom observations and reflective records. Implementation fidelity increased from 85.7% in Cycle I to 92.9% in Cycle II. Mean WCPM rose from 79.42 to 99.42, while classical mastery increased from 26.9% to 76.9%. Mean prosody scores improved from 59.94% to 85.26%, with mastery reaching 88.5%, and mean reading accuracy increased from 73.12% to 77.43%. The student with special educational needs also demonstrated greater enthusiasm, confidence, and reading motivation. These findings indicate that Repeated Reading effectively improves reading fluency and supports positive affective development in an authentic inclusive classroom.
Co-Authors Dewi Yanti S Husnul Nisa