Teaching Implementation Report: Syllable Analysis and Synthesis Method Assisted by Picture Word Cards to Improve Early Reading Skills in First Grade Elementary School

Abstract

This teaching implementation report documents the implementation of the syllable analysis and synthesis method assisted by picture word cards to improve early reading skills in first grade. The initial problem was that students had difficulty recognizing syllables, combining syllables into words, and reading simple words fluently. The strategy used classroom action learning in two cycles through picture observation, word-card recognition, syllable decomposition, syllable reconstruction, guided reading, and formative observation. Results showed that average reading skill increased from 56% before the intervention to 77% in Cycle I and 92% in Cycle II. Teacher activity increased from 67.5% to 87.5%, while student activity increased from 59.8% to 79.8%. These findings indicate that picture word cards and syllable-based scaffolding can strengthen early reading learning.