Reading Comprehension Through Literacy In The Reading Corner Of Grade IV SDN Ginandong Kebumen

Abstract

Reading comprehension is a vital foundation learning in learning, especially via reading corners in elementary schools. However, literacy practices at SDN Ginandong Kebumen reveal a gap between ideal goals anf fourth grades’ actual ability to deeply understand texts. This study analyzes reading reading comprehension ability through literacy. Using a descriptive qualitative case study, data were collected via observation, interviews, and documentation of students, teachers, and the principal. Findings snow all students exel at literal comprehension, yet inferential ability ability is very low (only 2 of 7 can conclude). The reading corner is suboptimal duet o untidy book management and limited variety. Supporting factors like the 15-minute literacy policy and teacher guidance have not sufficed to overcome main obstacles: limited vocabulary and low reading interest. I tis concluded that the reading corner program needs facility improvements and teaching strategies more focused on inferential comprehension to bridge the gap.