<![CDATA[This study aims to describe the process of implementing context-based visual media to improve early reading skills and to determine the improvement in early reading skills among students at risk for dyslexia in the 3rd grade at SD Negeri 007 Malinau Selatan Hilir. This study employed Classroom Action Research (CAR), conducted in two cycles through the stages of planning, implementation, observation, and reflection. The research subjects consisted of three third-grade male students identified as at risk for dyslexia. Data were collected through observation and early reading ability tests, then analyzed using simple descriptive qualitative and quantitative methods. The results showed that the use of context-based visual media can enhance students’ learning activities and early reading skills. Teacher-led instructional activities increased from 66% in Cycle I, Session I, to 95% in Cycle II, Session II, while student learning activities rose from 54% to 88%. The average early reading ability increased from 50.00 in the pre-cycle to 63.66 in Cycle I and 91.33 in Cycle II. Learning mastery reached 100% in Cycle II. Thus, context-based visual media can improve the early reading abilities of students at risk for dyslexia.]]>
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