This study aims to examine the effect of Jolly Phonics and
multisensory learning methods, to improve pre-reading ability among
preschool children. The research method used was an experiment with
two experimental groups and one control group. The Jolly Phonics
learning method was applied to the first experimental group.
Multisensory learning method was applied to the second experimental
group. The mean difference of the post-test between control group and
the first experimental group (Jolly Phonics group) is 17,167 (p <0.05).
It is shown that there were significant pre-reading ability differences
between the control group and Jolly Phonics experimental group. The
mean difference of the post-test between control group and the second
experimental group is 17,667 (p <0.05). It is shown that there were
significant pre-reading ability differences between the control group
and the multisensory experimental group. These results indicate that
the Jolly Phonics and multisensory learning methods are effective
methods for improving pre-reading skills. The post-test score
differences between the first experimental group and the second
experimental group show a mean difference of 0.500 (p> 0.05). It
indicated that there is no difference in pre-reading ability between
Jolly Phonics and Multisensory learning group, which means that both
learning methods are equally effective in increasing pre-reading skills.