Supporting Reading Skills of Children with Speech Impairments in Early Childhood Education: A Qualitative Study of an Individualized Intervention Program

Abstract

Reading ability is an important aspect of language development for children with speech impairments and requires learning activities that are adapted to the characteristics and needs of each student. This study aims to describe the implementation of an intervention program to support the development of reading skills among children with speech impairments and to identify the supporting and inhibiting factors in its implementation at UPT TK SLB Negeri Pagar Alam. This study employed a descriptive qualitative approach and was conducted in July 2026. Data were collected through observation, interviews, and documentation involving the head of the institution, teachers, and parents as informants. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The results showed that the intervention program was implemented through initial assessment, planning, implementation, and evaluation, with activities adjusted to each student's abilities. The learning activities utilized visual media, individual assistance, repetition, educational games, and gradual scaffolding. During the program, developments were observed in letter recognition, reading simple syllables and words, as well as students' participation, interest, and confidence. Supporting factors included visual learning media and support from teachers and parents, while the main obstacle was differences in the abilities of each student.

[Kemampuan membaca merupakan aspek penting dalam perkembangan bahasa anak tunawicara dan memerlukan kegiatan pembelajaran yang disesuaikan dengan karakteristik dan kebutuhan setiap peserta didik. Penelitian ini bertujuan untuk mendeskripsikan implementasi program intervensi dalam mendukung perkembangan keterampilan membaca anak tunawicara serta mengidentifikasi faktor pendukung dan penghambat pelaksanaannya di UPT TK SLB Negeri Pagar Alam. Penelitian ini menggunakan pendekatan kualitatif deskriptif dan dilaksanakan pada Juli 2026. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala lembaga, guru, dan orang tua sebagai informan. Data dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa program intervensi dilaksanakan melalui asesmen awal, perencanaan, pelaksanaan, dan evaluasi, dengan kegiatan yang disesuaikan dengan kemampuan setiap peserta didik. Kegiatan pembelajaran memanfaatkan media visual, pendampingan individual, pengulangan, permainan edukatif, dan scaffolding secara bertahap. Selama program berlangsung, terlihat perkembangan dalam pengenalan huruf, pembacaan suku kata dan kata sederhana, serta keaktifan, minat, dan kepercayaan diri peserta didik. Faktor pendukung meliputi media pembelajaran visual serta dukungan guru dan orang tua, sedangkan hambatan utamanya adalah perbedaan kemampuan setiap peserta didik.]