Intensive Guided Reading Assistance: Its Effect on Fluency and Reading Attitudes of Elementary School Students

Lusy Hanifah; Budi Purwoko; Nurul Istiq'faroh

doi:10.69743/edumedia.v4i2.66

Penulis

Lusy Hanifah Master of Elementary Education, Faculty of Education, State University of Surabaya, Indonesia
Budi Purwoko Master of Elementary Education, Faculty of Education, State University of Surabaya, Indonesia
Nurul Istiq'faroh Master of Elementary Education, Faculty of Education, State University of Surabaya, Indonesia

DOI:

https://doi.org/10.69743/edumedia.v4i2.66

Kata Kunci:

guided reading, reading fluency, attitude towards reading, Elementary School students, literacy intervention

Abstrak

This systematic literature review examines the effect of intensive guided reading assistance on reading fluency and reading attitudes among elementary school students. Forty peer-reviewed articles, recognized both internationally and nationally, published between 2020 and 2025, were synthesized to identify patterns in intervention design, implementation, and outcomes. The review compares classical, large-group reading instruction with intensive, individualized guided reading approaches and traces how each model shapes decoding accuracy, comprehension, and student persistence. Findings indicate that intensive assistance, characterized by low teacher-student ratios and immediate corrective feedback, produces measurable gains in oral reading accuracy and comprehension compared to conventional classroom delivery. The review further shows that consistent success experiences during guided sessions cultivate positive reading attitudes, including persistence, curiosity, and confidence. Family involvement and structured national programs such as the Gerakan Literasi Sekolah (School Literacy Movement) strengthen the sustainability of these gains when aligned with classroom-level intervention. The synthesis concludes that intensive guided reading assistance functions as both a technical remediation strategy and an attitude-building mechanism. These findings offer practical direction for elementary school teachers seeking to redesign literacy instruction around individualized, evidence-based practice, particularly within resource-constrained school settings recovering from pandemic-related learning loss.

Unduhan

Data unduhan belum tersedia.

Referensi

Ananda, R., Cahyani, M., & Herlly, A. D. (2025). Literasi Dasar dalam Pendidikan SD: Tantangan dan Upaya Perbaikan. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 502–512. https://doi.org/10.31002/jpdn.v10i1.3001

Anugrah, A., Maulida, T., Astuti, L., Wachid, A., & Suharto, B. (2026). Kesenjangan Implementasi Gerakan Literasi Sekolah dan Kemampuan Membaca Siswa Sekolah Dasar: Studi Evaluatif Program Literasi. Dialektika: Jurnal Bahasa, Sastra, Dan Pendidikan Bahasa Dan Sastra Indonesia, 13(1), 1–10. https://journal.uinjkt.ac.id/index.php/dialektika/http://dx.doi.org/10.15408/dialektika.v13i1.50925

Aqilah, A. R., Karumpa, A., & Razak, N. K. (2024). Peningkatan Keterampilan Membaca Permulaan melalui Strategi Reading Guide pada Siswa Kelas I Sekolah Dasar. Journal of Social and Scientific Education, 58–68. https://doi.org/10.58230/josse.v1i2.119

Ardiansyah, M., & Nugraha, M. L. (2022). Analisis Pemanfaatan Media Pembelajaran Youtube Dalam Meningkatkan Pemahaman Konsep Matematika Peserta Didik. Semnas Ristek (Seminar Nasional Riset Dan Inovasi Teknologi), 6(1). https://doi.org/10.30998/semnasristek.v6i1.5828

Astri, A. H. A., & Amalia, D. N. (2024). Analisis Faktor-Faktor Kesulitan Membaca pada Siswa Sekolah Dasar. Jurnal Basicedu, 8(1), 83–90. https://doi.org/10.31004/basicedu.v8i1.6789

Bersky, A. B., & Alwi, N. A. (2024). Analisis Kesulitan Membaca Permulaan pada Siswa Kelas Rendah: Systematic Literature Review. MASALIQ, 4(4), 780–795. https://doi.org/10.58578/masaliq.v4i4.3174

Budiantoro, E., Sukartiningsih, W., Hendratno, & Istiq’faroh, N. (2024). Analisis Kebutuhan Awal Keterampilan Membaca Pemahaman Siswa Sekolah Dasar di Era Society 5.0. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(4), 231–242. https://journal.unpas.ac.id/index.php/pendas/article/view/19825

Castells, N., Minguela, M., Solé, I., Miras, M., Nadal, E., & Rijlaarsdam, G. (2022). Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study. Reading Research Quarterly, 57(3), 879–912. https://doi.org/10.1002/rrq.451

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271

Curiel, L. C. (2023). A Multiliteracies Classroom Ecology for Elementary Bilingual Language Learners. The Reading Teacher, 77(1), 104–112. https://doi.org/10.1002/trtr.2218

Dewani, H. W., Sukartiningsih, W., Hendratno, H., & Suryanti, S. (2025). Exploring Reading Interest and Reading Literacy of Indonesian Language in Elementary School Students: A Correlation Study. International Journal of Language Education, 8(4). https://doi.org/10.26858/ijole.v8i4.70003

Dewi, N. A. K., Rochmiyati, S., & Ishak, W. I. (2023). The Effect of Learning Media on Language Competence in Elementary School Students: Meta-Analysis Study. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 8(2), 151–172. https://doi.org/10.25217/ji.v8i2.3009

Fajriyah, K., Estyawati, N., & Damayanti, A. (2022). Efektivitas Penggunaan Model Pembelajaran Cooperative Integrated Reading And Composition (CIRC) Dalam Meningkatkan Kemampuan Membaca Pemahaman Pada Siswa Kelas III SD Muhammadiyah 17 Semarang. Majalah Lontar, 34(3), 1–14. https://doi.org/10.26877/ltr.v34i3.13738

Fitria, M., Arsanti, M., & Hasanudin, C. (2022). Strategi Meningkatkan Literasi Digital Pada Masyarakat di Era Society 5.0. Protasis: Jurnal Bahasa, Sastra, Budaya, Dan Pengajarannya, 1(2), 91–97. https://doi.org/10.55606/protasis.v1i2.52

Hamzah, R. M., Hartati, T., & Kurniasih. (2019). Penerapan guided reading untuk meningkatkan kemampuan membaca pemahaman siswa kelas IV. Jurnal Pendidikan Guru Sekolah Dasar, 4(3), 338–348. https://ejournal.upi.edu/index.php/jpgsd/article/view/22941

Hendratno, H., Yermiandhoko, Y., & Yasin, F. N. (2022). Development of Interactive Story Book For Ecoliteration Learning to Stimulate Reading Interest in Early Grade Students Elementary School. IJORER : International Journal of Recent Educational Research, 3(1), 11–31. https://doi.org/10.46245/ijorer.v3i1.179

Hidayati, D., & Nofridasari, E. A. (2024). Transformasi Digital Dan Penguatan Karakter Pancasila Di Sekolah Dasar: Strategi Era Society 5.0. Jurnal Pendidikan Dasar, 14(2), 30–36. https://doi.org/10.21009/jpd.v14i2.38890

Hudson, A., Koh, P. W., Moore, K. A., & Binks-Cantrell, E. (2020). Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019. Education Sciences, 10(3), 52. https://doi.org/10.3390/educsci10030052

Istiq’faroh, N. (2020). The effect of Indonesian folktales on fourth-grade students’ reading comprehension and motivation. İlköğretim Online, 19(4), 2149–2160. https://doi.org/10.17051/ilkonline.2020.763772

Janul, E., & Sunendar, D. (2024). The contribution of project-based Learning to improve basic literacy at junior high school. Inovasi Kurikulum, 21(2), 807–818. https://doi.org/10.17509/jik.v21i2.66018

Juliana, F., Guswita, R., & Habibie, Z. R. (2025). Guided Reading Strategy Improves Reading Comprehension in Grade IV Students. Indonesian Journal of Innovation Studies, 26(4). https://doi.org/10.21070/ijins.v26i4.1640

Khanolainen, D., Salminen, J., Eklund, K., Lerkkanen, M., & Torppa, M. (2023). Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children’s Risk for Dyslexia? Reading Research Quarterly, 58(2), 220–239. https://doi.org/10.1002/rrq.482

Khasanah, N., & Fadilah, F. (2025). Profesionalisme guru dalam menghadapi tantangan pendidikan di era globalisasi. Jurnal Pendidikan Agama Islam, 2(2), 1–8. https://jurnalal-ikhlas.com/PPAI/article/view/223

Kim, Y.-S. G., Quinn, J. M., & Petscher, Y. (2021). What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental Psychology, 57(5), 718–732. https://doi.org/10.1037/dev0001167

Kim, Y.-S., Wagner, R. K., & Foster, E. (2011). Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers. Scientific Studies of Reading, 15(4), 338–362. https://doi.org/10.1080/10888438.2010.493964

Kironoratri, L., Fakhriyah, F., Masfuah, S., Fardani, M. A., & Shokib Rondli, W. (2026). Workshop Storytelling Saintifik Berbasis Cerita Rakyat Nusantara untuk Meningkatkan Kompetensi Pedagogis Guru dan Literasi Sains Siswa di Sekolah Indonesia Jeddah. Jurnal Pengabdian UNDIKMA, 7(3), 1027–1038. https://doi.org/10.33394/jpu.v7i3.21810

Masdarita, M., Asilestari, P., & Febria, D. (2025). Pengaruh Literasi Digital terhadap Motivasi Membaca dan Keterampilan Membaca Pemahaman Siswa di SDN 28 Mandau. Journal of Education Research, 6(4), 1258–1266. https://doi.org/10.37985/jer.v6i4.3300

Rafida, H., Samsudi, S., & Doyin, M. (2022). Implementasi Gerakan Literasi Sekolah dalam Mengembangkan Literasi Baca Tulis Siswa Sekolah Dasar. Jurnal Basicedu, 6(3), 4745–4755. https://doi.org/10.31004/basicedu.v6i3.2884

Rochaendi, E., Fuadi, A., Sari, I. P., Ariyani, Y. D., Sholihah, D. A., Asiatun, S., & Kholik, N. (2025). The Role Of Parents In Improving Literacy Skills Of Elementary School Students In Early Grades Through A Home-Based Literacy Program (A Case Study On Early Grades In Bantul Regency, Yogyakarta). Ideguru: Jurnal Karya Ilmiah Guru, 10(2), 1386–1394. https://doi.org/10.51169/ideguru.v10i2.1602

Rohman, Y. A., Rahman, R., & Damayanti, V. S. (2022). Analisis Kesulitan Membaca Permulaan pada Siswa Kelas Satu di Sekolah Dasar. Jurnal Basicedu, 6(3), 5388–5396. https://doi.org/10.31004/basicedu.v6i3.2946

Sargiani, R. de A., Ehri, L. C., & Maluf, M. R. (2022). Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding. Reading Research Quarterly, 57(2), 629–648. https://doi.org/10.1002/rrq.432

Simatupang, N. D., Saroinsong, W. P., Widayati, S., Adhe, K. R., & Damayanti, M. I. (2024). Pelatihan Literasi Numerasi Transisi PAUD SD Melalui Lagu. PengabdianMu: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 9(1), 19–26. https://doi.org/10.33084/pengabdianmu.v9i1.5819

Solari, E. J., Kehoe, K. F., Cho, E., Hall, C., Vargas, I., Dahl‐Leonard, K., Richmond, C. L., Henry, A. R., Cook, L., Hayes, L., & Conner, C. (2022). Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis. Learning Disabilities Research & Practice, 37(3), 158–174. https://doi.org/10.1111/ldrp.12286

Sullivan, A. L., Kohli, N., Farnsworth, E. M., Sadeh, S., & Jones, L. (2017). Longitudinal models of reading achievement of students with learning disabilities and without disabilities. School Psychology Quarterly, 32(3), 336–349. https://doi.org/10.1037/spq0000170

Trenggana, S., & Warta, W. (2025). Manajemen Gerakan Literasi untuk Meningkatkan Berpikir Kritis dan Empati Siswa. Jurnal Manajemen Pendidikan Dan Ilmu Sosial, 6(5), 4212–4221. https://doi.org/10.38035/jmpis.v6i5.5814

Wang, E., Matsumura, L. C., & Correnti, R. (2017). Making a CASE: Improving Use of Text Evidence in Students’ Writing. The Reading Teacher, 70(4), 479–484. https://doi.org/10.1002/trtr.1524

Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037/0022-0663.89.3.420

Yudiana, K., Putri, N. N. C. A., & Antara, I. G. W. S. (2023). Kesenjangan Kemampuan Literasi Siswa Sekolah Dasar di Daerah Perkotaan, Pinggiran Kota, dan Pedesaan. Jurnal Penelitian Dan Pengembangan Pendidikan, 7(3), 540–547. https://doi.org/10.23887/jppp.v7i3.69790

Ziegler, J. C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29. https://doi.org/10.1037/0033-2909.131.1.3