Fostering a Reading Literacy Culture through Reading Corners among Elementary Student

Abstract

This research aimed to foster a reading literacy culture among third-grade students at SDK Joge through the use of reading corners. This study employed a qualitative descriptive approach, involving 11 students from the third grade as research subjects. Data collection methods included observation, interviews, and documentation. Data analysis followed the Miles and Huberman model, consisting of (1) data collection, (2) data reduction, (3) data presentation, and (4) conclusion drawing. The findings revealed that the students showed progress in literacy skills after engaging in reading activities. Initially, students could only recognize letters, but with the literacy activities, they progressed to reading words. Students who previously read by spelling out words were able to read fluently after participating in the program. In conclusion, activities such as reading aloud, group reading, and discussing texts successfully fostered a reading literacy culture among the third-grade students at SDK Joge.

 reading literacy