<![CDATA[This study was motivated by the low early reading proficiency of fourth-grade elementary school students classified as slow learners, particularly regarding words with a CVCV (Consonant-Vowel-Consonant-Vowel) pattern. These difficulties stemmed from limited cognitive abilities and teaching methods that did not align with the students' learning characteristics. The study aimed to improve early reading skills by implementing the Glodin method—a combination of the global method and direct instruction designed to provide concrete, gradual, systematic, and repetitive reading instruction. The study employed a Classroom Action Research (CAR) approach over two cycles. The research subjects consisted of three slow-learning students. Data were collected via tests and observations using instruments such as an early reading proficiency test, a student participation observation sheet, and a learning activity observation sheet. The data were analyzed using descriptive quantitative methods (percentages) and presented in tables and diagrams. The results demonstrated that the Glodin method significantly improved the students' early reading skills. In Cycle I, the average reading proficiency rose from 41.11% to 76.66%, representing an increase of 35.55%. This improvement was achieved through illustrated word cards, letter-tracing activities, and reading meaningful words. Based on reflection, the instruction was refined in Cycle II by incorporating 2–4 repetitions during the finger-tracing phase. Consequently, reading proficiency increased to 92.22%—a rise of 51.11% from the baseline—surpassing the 85% success indicator. These findings indicate that the Glodin method effectively enhances the early reading skills of slow-learning students.]]>
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