THE EFFECTIVENESS OF SPELLING PUZZLES ON SYMBOLIC THINKING AND EARLY READING SKILLS OF CHILDREN AGED 5–6 YEARS

Abstract

This study aims to: (1) examine differences in symbolic thinking abilities among children aged 5–6 years between schools that have implemented spelling puzzles for 2 years and those that have done so for 5 years; and (2) examine differences in early reading skills among children aged 5–6 years between these schools. This study employed a quantitative method with an ex post facto research design. The population consisted of all children aged 5–6 years enrolled in kindergartens in Widodaren District, and the sample comprised 126 children selected through purposive sampling. Content validity confirmed that all instrument items were valid. Reliability testing using Cronbach’s alpha indicated high reliability, with coefficients of 0.939 for the symbolic thinking scale and 0.920 for the early reading scale. Data were collected via questionnaires and analyzed using the Independent Sample T-Test. The results showed: (1) a significant difference in symbolic thinking abilities between children in schools with 2-year and 5-year spelling puzzle implementations, with a significance value of 0.017 < 0.05 and a t-value of 2.422 > t-table 1.979; and (2) a significant difference in early reading skills between the two groups, with a significance value of 0.011 < 0.05 and a t-value of 2.594 > t-table 1.979. These findings highlight that implementing spelling puzzles can enhance children’s symbolic thinking and early reading skills, assisting teachers in stimulating early literacy development. The researcher concludes that spelling puzzles can serve as an effective alternative for developing symbolic thinking and early reading skills, thereby supporting children’s cognitive and language development.