<![CDATA[This study aims to determine the effectiveness of the multisensory method in improving the reading skills of a junior high school student with learning difficulties. The study was motivated by students facing reading challenges, particularly in word reading and reading fluency. The subject was a junior high school student (initials MR) who struggled with reading and habitually sounded out words (spelling). A quantitative approach was employed using an experimental method and a Single-Subject Research (SSR) design with an A-B pattern. The baseline phase (A) consisted of six sessions to gather data on initial reading ability without intervention, while the intervention phase (B) comprised eight sessions involving the multisensory method. Data collection techniques included reading ability tests, observation, and documentation. Data were analyzed using visual analysis within conditions and across conditions, covering condition length, trend direction, trend stability, data path, level change, and percentage of overlap. The results indicate that MR's reading ability improved following the multisensory intervention. The mean level was 72.08% during the baseline phase and rose to 91.25% during the intervention phase. Within-condition analysis revealed an upward trend and stable data in both phases. Cross-condition analysis showed a level change of +7.5% and an overlap percentage of 0%, indicating that all data points in the intervention phase were higher than those in the baseline phase. These findings show that the multisensory method effectively improves the reading skills of students with learning difficulties.]]>
