Special Reading Class for Addressing Beginning Reading Difficulties in Elementary School

Abstract

Beginning reading difficulties among elementary students remain a persistent challenge affecting academic progress, prompting schools to develop targeted, classroom-based reading support programs. This study describes the implementation of the Special Reading Class in addressing beginning reading difficulties among third-grade students, focusing on its implementation, students' reading development, oral reading test outcomes, and its supporting and inhibiting factors. A descriptive qualitative approach with a case study design was employed at an elementary school in Cirebon Regency, West Java, involving 16 third-grade students requiring intensive reading guidance, with the classroom teacher and principal as informants. Data were collected through observation, individual oral reading tests, interviews, and documentation, then analyzed through data condensation, data display, and conclusion drawing, with credibility strengthened through triangulation. Findings show the program combined graded reading materials, a class rotation system, and individual guidance to support students with varying reading levels. Within one semester, all 16 students advanced in reading level, nine reaching an advanced stage and seven progressing within the graded materials; the oral reading test confirmed this, placing ten students in the Very Good category and six in the Good category. The program was supported by school backing, teacher guidance, and parental involvement, though constrained by limited time, space, and inconsistent attendance. These findings indicate an integrated, needs-based reading support model can meaningfully advance beginning readers' skills within a resource-constrained elementary school.