<![CDATA[Early reading skills are a key foundation in the learning process of elementary school students. However, some students still face difficulties in understanding letters and language sounds, particularly with double consonants. This study aims to explore the early reading process through the use of a moveable alphabet in the Montessori approach among first-grade students in the International Class Program (ICP) at MI Masjid Al Akbar Surabaya. The study employed a qualitative approach using a case study design. The research subjects consisted of the classroom teacher and five students experiencing reading difficulties: RK, MI, MM, AT, and FH. The research data were collected through interviews, observations, and documentation. Subsequently, the data were analyzed using an interactive model comprising data reduction, data presentation, and drawing conclusions. The research findings revealed that the use of a movable alphabet combined with flashcards and interactive learning activities can enhance student engagement. Additionally, these materials help students recognize letters, understand the relationship between letters and sounds, and construct simple vocabulary. This approach also strengthens phonetic and phonological aspects, particularly in developing phonological awareness and decoding skills. Thus, the implementation of the movable alphabet in the Montessori approach is effective as an alternative strategy for early reading instruction. The practical implications of this study suggest that teachers can utilize concrete and multisensory materials in a structured manner to support students facing early reading difficulties in lower grades.]]>
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