<![CDATA[This study aimed to describe the teacher’s phonics strategies in addressing reading difficulties, their implementation, and their impact on the reading ability of first-grade students at SDN 2 Gelora. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research informants included the principal, first-grade teacher, and students’ parents, while the research subjects consisted of 26 first-grade students. The results showed that the phonics strategies implemented by the teacher included introducing letter sounds, repeated pronunciation practice, the use of reading books and letter cards, intensive assistance for students experiencing reading difficulties, motivation, and collaboration with parents to support reading practice at home. The strategies were implemented gradually through letter-sound recognition, the use of learning media, and individual assistance, helping students understand the relationship between letters and their sounds. The implementation had a positive impact on students’ reading abilities, as demonstrated by their improved ability to recognize letters, distinguish letter sounds, read syllables and simple words, and read short sentences more fluently. Students also demonstrated increased confidence and active participation during reading activities. Thus, the implementation of the phonics-based approach positively contributed to overcoming reading difficulties and improving the reading abilities of first-grade students at SDN 2 Gelora.]]>
