<![CDATA[Children with mentally disable is a children who has cognitive barriersexperience, in early reading it is often disturbed by the difficulty of remembering theletters, and also connecting phonemes with the objects. This article presents innovationson how to teach early reading to mentally disable students in elementary schools. Toprovide an overview of how teachers teach early reading to mentally retarded studentsin elementary schools. This study uses qualitative methods that describe how teachersteach early reading, with the subject of mentally disable classroom teachers at SDLBKasih Ibu Pekanbaru. Data collection techniques are through observation and interviews.The results of research observation planning data, the teacher gives emphasis to theletters and shows the image in accordance with the initial letter given emphasis, andlinking the material with everyday life that can be found by students using an easy tounderstand reading method. Observation data of the presentation component, the teacherin explaining the material using simple language, by verbal media and giving emphasisto the letters that students’ will be read. The conclusion of this study is the applicationof one component of the skills explains in teaching initial reading, the component ofmaterial presentation in the first day's observations has been going well.]]>
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