HOW TO TEACHING THE EARLY READING TO MENTALLY DISABLE STUDENTS IN ELEMENTARY SCHOOL?

Abstract

Children with mentally disable is a children who has cognitive barriers
experience, in early reading it is often disturbed by the difficulty of remembering the
letters, and also connecting phonemes with the objects. This article presents innovations
on how to teach early reading to mentally disable students in elementary schools. To
provide an overview of how teachers teach early reading to mentally retarded students
in elementary schools. This study uses qualitative methods that describe how teachers
teach early reading, with the subject of mentally disable classroom teachers at SDLB
Kasih Ibu Pekanbaru. Data collection techniques are through observation and interviews.
The results of research observation planning data, the teacher gives emphasis to the
letters and shows the image in accordance with the initial letter given emphasis, and
linking the material with everyday life that can be found by students using an easy to
understand reading method. Observation data of the presentation component, the teacher
in explaining the material using simple language, by verbal media and giving emphasis
to the letters that students’ will be read. The conclusion of this study is the application
of one component of the skills explains in teaching initial reading, the component of
material presentation in the first day's observations has been going well.