<![CDATA[Early reading ability is a crucial foundation for children’s literacy development. However, observations in many early childhood institutions in Indonesia, including PAUD Islam Terpadu Az-Zahroh Ambulu, show that children often struggle to recognize and write vowels correctly, indicating low early reading skills. This study aims to describe teachers’ efforts in stimulating early reading ability through the phonics method and to identify supporting and inhibiting factors in its implementation. A qualitative case study approach was employed, with data collected through observation, interviews, and documentation involving the principal and Group A teachers. Data were analyzed using the Miles, Huberman, and Saldana interactive model, with triangulation ensuring data validity. The results show that teachers stimulated reading through activities such as introducing vowels using tactile letter cards, writing in sand, singing phoneme songs, and reading phoneme cards. Supporting factors included adequate learning media and teacher training, while inhibiting factors were time constraints and limited access to phonics materials. The phonics method proved effective in strengthening children’s early reading readiness. Abstrak Kemampuan membaca permulaan merupakan dasar penting bagi perkembangan literasi anak usia dini. Namun, hasil observasi di beberapa lembaga PAUD, termasuk PAUD Islam Terpadu Az-Zahroh Ambulu, menunjukkan bahwa anak sering kesulitan mengenali dan menulis huruf vokal dengan benar, menandakan rendahnya kemampuan membaca awal. Penelitian ini bertujuan mendeskripsikan upaya guru dalam menstimulasi kemampuan membaca permulaan melalui metode fonik serta mengidentifikasi faktor pendukung dan penghambat penerapannya. Penelitian menggunakan pendekatan kualitatif jenis studi kasus dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala sekolah dan guru kelompok A. Analisis data dilakukan dengan model interaktif Miles, Huberman, dan Saldana, serta uji keabsahan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru menstimulasi membaca melalui kegiatan mengenalkan huruf vokal dengan kartu huruf raba, menulis di pasir, menyanyikan lagu fonem, dan membaca kartu fonem. Faktor pendukung mencakup media dan pelatihan guru, sedangkan faktor penghambat meliputi keterbatasan waktu dan ketersediaan alat fonik. Metode fonik terbukti efektif memperkuat kesiapan membaca anak usia dini.]]>
