<![CDATA[Pre-reading ability is a fundamental foundation for early childhood literacy development. However, letter recognition instruction in many early childhood education settings remains dominated by conventional media that provide limited multisensory learning experiences appropriate for children aged 4–5 years. Previous studies have demonstrated the effectiveness of puzzle-based media in improving letter recognition; nevertheless, most employed pre-experimental or classroom action research designs, leaving limited empirical evidence regarding the effectiveness of three-dimensional manipulative media tested through experimental designs with comparison groups. This study aimed to examine the effect of letter pegboard puzzle media on the pre-reading ability of children aged 4–5 years. A quantitative approach employing a quasi-experimental method with a Nonequivalent Control Group Design was used. The participants consisted of 24 children assigned to experimental and control groups. Data were collected through structured observations and pre-reading ability tests and analyzed using descriptive statistics and the Mann–Whitney test. The findings revealed that the experimental group achieved significantly greater improvement in pre-reading ability than the control group (Asymp. Sig. = 0.000, p < 0.05). The novelty of this study lies in evaluating a three-dimensional letter pegboard puzzle that integrates visual, tactile, and fine motor stimulation using a quasi-experimental design, thereby providing stronger empirical evidence than previous studies. Theoretically, the findings strengthen multisensory and constructivist perspectives on early literacy development. Practically, the letter pegboard puzzle can serve as an innovative instructional medium for early childhood teachers to enhance children's pre-reading skills through play-based learning]]>
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