Pendampingan Membaca Permulaan Di Sekolah Dasar Negeri 3 Gelora Untuk Penguatan Literasi Siswa

Abstract

This community-based activity aimed to provide early reading assistance to second-, third-, and fourth-grade students at SDN 3 Gelora as an effort to strengthen their literacy. A descriptive qualitative approach was used with 32 students who had not yet read fluently, as identified by their classroom teachers. Data were collected through observation, reading tests, and documentation, then analyzed through data collection, data display, and conclusion drawing. The results showed that the students initially had difficulty recognizing letters, blending letters into syllables, and reading simple words. The assistance was carried out gradually in a supportive atmosphere, with the assistant providing modeling, gentle correction, and praise. After being assisted with letter cards, syllable exercises, and shared reading, their reading ability and self-confidence improved. The students recognized letters more easily, blended syllables more smoothly, read simple words more fluently, and became more willing to read in front of others. These findings indicate that gradual and enjoyable early reading assistance supports the strengthening of students' literacy.