<![CDATA[Slow learner students face significant challenges in early reading acquisition due to cognitive processing limitations and reduced statistical learning efficiency. This study investigated the effectiveness of an integrated Global-Direct Instruction (GLODIN) method for improving CVCV pattern word reading among fourth-grade slow learner students. A classroom action research design following the Kemmis and McTaggart model was implemented over six weeks with three slow learner participants (IQ 70-89) at SDN 009 Sangatta Utara. The intervention consisted of two cycles: Cycle I (four sessions) and Cycle II (three sessions) incorporating systematic modifications based on reflective analysis. The GLODIN method integrated global reading approaches with direct instruction principles through structured 12-step procedures using picture-word cards and letter manipulation activities. Data collection utilized observation protocols for instructional fidelity and student participation, plus 15-item oral reading assessments measuring CVCV word accuracy. All participants demonstrated substantial improvement from baseline to final assessment (mean improvement: 51.11%). Individual gains ranged from 50% to 53.33%, with all students achieving the 85% mastery criterion. Student participation increased by 18.11% across cycles, while instructional quality improved by 12.67%. Cycle I yielded 76.66% mean performance, progressing to 92.22% in Cycle II. The GLODIN method successfully addressed dual-route reading acquisition by strengthening both lexical recognition and phonological decoding pathways. Results challenge deficit-based perspectives regarding slow learner capabilities, demonstrating that systematic multisensory instruction with increased repetition can overcome cognitive processing limitations. The integration of global and direct instruction methodologies represents a novel contribution advancing beyond previous isolated approaches, providing educators with a validated framework for inclusive reading instruction.]]>
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