Abstract:
All students must have the ability to read and the reading ability of each student is
of course different. For example, mentally retarded students in grade 5 SDLB C Kemala
Bhayangkari 2 Gresik who have deficiencies in reading, because their intellectual ability is
below 70. This study aims to describe strategies for learning to read at the beginning of
mentally retarded children SDLB C KB 2 Gresik in limited PTM. This research uses a
qualitative approach with a case study type. The primary data sources for this study were
class teachers and mentally retarded students in grade 5 with poor reading skills. Retrieval of
research data is done through observation, interviews, and documentation. The results of this
study indicate (1) mentally retarded students in grade 5 SDLB C KB 2 Gresik at limited PTM
have different characteristics, both in terms of their physical, behavioral, abilities and IQ, (2)
planning carried out by the teacher in learning to read beginning namely making prota,
promissory notes, syllabus, and lesson plans in one semester, (3) The implementation of the
strategies used by the teacher in learning early reading varies according to the level or type of
intellectual disability, characteristics, and abilities of each student, and ( 4) The evaluation
carried out by the teacher in learning to read at the beginning is to report to parents, carry out
self-assessment and evaluation.
