Strategies for Improving Reading Literacy among Primary School Students

Abstract

Reading literacy is a fundamental skill for primary school students; however, in practice, students’ reading abilities have not yet developed optimally. At SDN Wotangare 2, there are still students who experience difficulties in reading fluently, have low reading comprehension, and show inconsistent reading interest. This study aims to describe teachers’ strategies in improving students’ reading literacy at SDN Wotangare 2. The research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, while data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that teachers’ strategies for improving reading literacy include daily reading habituation, shared reading and guided reading activities, the integration of literacy into thematic learning, and the use of simple and contextual reading materials. These strategies have a positive impact on increasing students’ reading interest, self-confidence, reading comprehension, and learning engagement. The implications of this study suggest that improving reading literacy requires consistent strategies, a supportive learning environment, and sustained active involvement of both teachers and students.