Implementation of Reading Classes to Assist Students With Reading Difficulties at SDN 2 Ngetal
DOI:
https://doi.org/10.35457/t83y5n10Keywords:
Differentiated Learning, Reading Difficulties, Reading Class, Remedial Instruction, Scaffolding StrategyAbstract
The abstract should concisely describe the content and scope of your paper and identify the objective(s), its methodology and its findings, conclusions, and implication of study. This research aims to describe the implementation of the reading class program in helping primary students who experience reading difficulties, identify the supporting and inhibiting factors, and analyze its impact on student reading sub-skills at SDN 2 Ngetal. A qualitative research design with a descriptive case study approach was utilized. The research informants consisted of the school principal, lower-grade class teachers, and seven students facing reading challenges. Data were collected via structured non-participatory observations, semi-structured interviews, and comprehensive documentation tracking. The collected data were processed through analytical stages encompassing data reduction, explicit coding, structural data display, and conclusion verification. Data trustworthiness was ensured through source and technical triangulation combined with rigorous member checking. The findings revealed that the reading class program was systematically executed through structured stages of diagnostic mapping, individualized treatment execution, and tiered scaffolding adaptations. The targeted pedagogical assistance and scaffolding strategies significantly enhanced students' decoding accuracy, reading fluency, and comprehension. Factors driving program success included solid institutional policy commitments, continuous teacher dedication, and highly interactive physical media modifications. Conversely, temporal limitations and situational variations in target focus acted as administrative constraints. This research concludes that a structured and differentiated reading class operationalized through continuous scaffolding can serve as a potent remedial model to eradicate foundational literacy blockages in basic education settings.
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