Synapse
⌘+K
Synapse
PulseExploreClubsResearchersJournals
Instagram
HomeClubsExplore
September 5, 2025Journal of Innovation and Research in Primary Education

Enhancing Reading Word Abilities in Slow Learner Students Through Global Contextual Method

View Full Paper
Ask AI
Bookmark
Share

Authors

AAAlamsyah AlamsyahEPEdi Purwanta

Discussion

Loading...

Member takes

Overview

Classroom action research improved reading abilities in slow learner students, suggesting the Global Contextual Method enhances engagement and retention.

Key Points

  • Remarkable improvements in reading abilities were observed post-intervention with an average increase from 6.7% to 74.2%.
  • Participants demonstrated personalized gains, with scores improving between 55.5 and 74 points, indicating effective individual learning strategies.
  • Classroom Action Research method was employed over four months, focusing on contextualized learning experiences related to daily life.
  • Findings support the applicability of context-based approaches in special education, emphasizing the need for personalized instruction.

Cite This Study

Alamsyah et al. (2025) studied this question.

synapsesocial.com/papers/68c23965b210217d6477b3ddhttps://doi.org/10.56916/jirpe.v4i3.1751
View Full Paper
Ask AI
Bookmark
Share

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Enhancing Early Reading Skills Through Multisensory Contextual Learning2025
  2. 2Enhancing Pre-Reading Skills of Slow Learners Through Integrated Montessori-Contextual Learning in Kindergarten2025
  3. 3Enhancing Word Reading Skills in Children with Speech Delay through Contextual Practice-Based Learning2025
  4. 4Enhancing Early Reading Skills Through Picture-Based Contextual Learning for At-Risk First-Grade Students2025
  5. 5Enhancing the pupils’ reading performance using the contextualized intervention materials2025