<![CDATA[General Background Basic reading skills, including phoneme recognition and syllable blending, are fundamental for early literacy acquisition in primary education. Specific Background First-grade students frequently experience difficulties in distinguishing letters and blending phonemes, which severely delays their overall learning progress. Knowledge Gap While traditional reading approaches exist, the specific pedagogical adjustments required to prevent monotonous memorization and hesitant reading in early education remain under-explored. Aims This study describes the application of the spelling method, combined with interactive visual tools, to develop basic reading literacy in first-grade elementary school students. Results Through classroom action research, the structured implementation of letter recognition, syllable blending, and word formation resulted in high reading accuracy and fluency. The utilization of brightly colored flashcards and interactive guessing games fostered high student engagement, although some learners still experienced challenges with diphthongs and multi-syllabic words. Novelty The research introduces "MEJA" (Media Eja) alongside game-based learning as critical adaptations to transform traditional rote spelling into an engaging, interactive literacy experience. Implications These pedagogical findings suggest that educators should integrate phonetic approaches and interactive visual media into early literacy curricula to prevent hesitant reading and sustain student motivation. Highlights: The structured spelling method successfully developed phoneme recognition and simple word fluency in first-grade students. Interactive visual tools and game-based adaptations prevented student boredom during daily reading exercises. Integrating phonetic approaches with spelling exercises is recommended to resolve student difficulties with complex syllables and diphthongs. Keywords: Spelling Method, Early Reading, Primary Education, Basic Literacy, Visual Media]]>
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