<![CDATA[Alphabet recognition skills form the foundation of early reading, encompassing the recognition of letter shapes, the discrimination of similar letters, and the relationship between graphemes and phonemes. An initial assessment in a third-grade class at SD Negeri 002 Malinau Kota revealed that four out of 20 students still faced challenges in this area. This study aimed to describe improvements in the learning process and the development of alphabet recognition skills among students with early reading difficulties during the implementation of multisensory instruction based on the Visual, Auditory, Kinesthetic, and Tactile (VAKT) approach. The study employed the Kemmis and McTaggart Classroom Action Research model across two cycles, each consisting of two sessions. The primary subjects were four third-grade students. The intervention integrated visual, auditory, kinesthetic, and tactile activities, which were refined based on reflections from each cycle. Data were collected through tests, observations, and documentation, then analyzed using both quantitative and qualitative descriptive methods. The average alphabet recognition score rose from 51.25 at the pre-intervention stage to 65 in Cycle I and 90 in Cycle II. Learning mastery increased from 0% to 50% and subsequently to 100%. Average student activity levels also improved from 3.17 in Cycle I to 4.58 in Cycle II, particularly regarding visual and auditory engagement and participation. Among the four students studied, alphabet recognition skills improved during the multisensory learning sequence, which incorporated repetition, varied media, feedback, and individual guidance. However, as the study utilized a classroom action research design without a control group, the observed improvements cannot be definitively attributed solely to the VAKT approach.]]>
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