<![CDATA[Reading accuracy is a fundamental skill in early reading, particularly in recognizing grapheme-phoneme relationships, decoding, and reading syllables and words precisely. Students experiencing reading difficulties require structured instruction tailored to their individual needs. This study aimed to improve the learning process and reading accuracy of three second-grade students with reading difficulties using a phonics method supported by letter cards. The study used the Kemmis and McTaggart classroom action research model and was conducted over two cycles—each comprising two sessions—following the stages of planning, action, observation, and reflection. Data were collected through tests, observations, and documentation, and analyzed using both quantitative and qualitative descriptive methods. The interventions included exercises on letter-sound relationships, blending sounds into syllables, constructing and reading words using letter cards, repetition, immediate feedback, and tailored support based on student needs. Reading accuracy for student AAS improved from 40% at the pre-intervention stage to 67% in Cycle I and 100% in Cycle II. For student GI, accuracy improved from 40% to 53% and then 93%, while for student S, it rose from 53% to 73% and finally 100%. Observations also indicated improved student engagement after the intervention was refined based on reflections from Cycle I. The results demonstrate an improvement in both the learning process and the reading accuracy of the three students throughout the implementation of the intervention sequence. The findings are contextual, as the study involved only three students and no control group; consequently, the improvements cannot be attributed exclusively to any single component of the intervention.]]>
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