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Reading and Writing Literacy Clinic Program as a School-Based Intervention to Improve Elementary Students' Literacy

Educational Leadership and Management Journal · Vol. 4 No. 2 (2026) · hlm. 227–243

DOI
10.22437/element.v4i2.59913
ISSN
3031-4712
Terbit
2026-10-13
Penerbit
FKIP Universitas Jambi
Bahasa
en

Abstrak

Early-grade students with persistent reading and writing difficulties often require support that is more diagnostic, intensive, and responsive than whole-class instruction alone. This study described the implementation of a Reading and Writing Literacy Clinic Program and traced changes in the literacy performance of 18 second-grade students identified through diagnostic assessment at an elementary school in Jambi, Indonesia. Using a two-cycle School Action Research design, the program combined needs-based grouping, small-group and individual instruction, phonics, leveled texts, guided reading and writing, visual prompts, intensive practice, immediate feedback, monitoring, and reflective refinement. Data were generated through reading and writing tests, observations, interviews, and documentation, then analyzed descriptively with source, technique, and time triangulation. The mean reading score increased from 34 at baseline to 74 at the end of Cycle II, while the mean writing score increased from 34 to 73. Classwide mastery in both domains rose from 0% to 83%, exceeding the predetermined 70% criterion. The study's contribution lies in integrating diagnostic, differentiated, and iterative literacy support into a school-based remedial mechanism organized through instructional leadership. The findings offer a practical framework for responding to heterogeneous early-grade literacy needs while preserving individualized follow-up for students who remain below the mastery threshold.

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  • Universitas Tamansiswa Padang
  • Universitas Jambi
  • Universitas Halu Oleo
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Rekan penulisOrganisasiArtikel bersama
Bunga Ayu WulandariAfiliasi tidak diketahui2
Muhammad SofwanAfiliasi tidak diketahui2
Andi Alimuddin UndeAfiliasi tidak diketahui1
Novi AudriaAfiliasi tidak diketahui1
Bunga Ayu WulandariAfiliasi tidak diketahui1
Lisa AndaryAfiliasi tidak diketahui1
Syahrial SyahrialUniversitas Tamansiswa Padang1
Asrial AsrialUniversitas Jambi1
Alirmansyah AlirmansyahAfiliasi tidak diketahui1
Akhmad HabibiAfiliasi tidak diketahui1
Nadila HardiyantiAfiliasi tidak diketahui1
Agung Prasetiya Budi UtomoAfiliasi tidak diketahui1
Yogi SetiyokoAfiliasi tidak diketahui1
Urip SulistyoAfiliasi tidak diketahui1
Siti ArtikaAfiliasi tidak diketahui1
Aeron FrimlasAfiliasi tidak diketahui1
Suci Afnitri WahyuniAfiliasi tidak diketahui1
Yantoro yantoroAfiliasi tidak diketahui1
Siti HodijahAfiliasi tidak diketahui1
Eko KuntartoAfiliasi tidak diketahui1
Ahmad HariandiAfiliasi tidak diketahui1
Asih Nur IsmiatunAfiliasi tidak diketahui1
Musdar MusdarUniversitas Halu Oleo1
Putri IndriyaniAfiliasi tidak diketahui1
Tiara Putri UtamiAfiliasi tidak diketahui1
Uli NabelaAfiliasi tidak diketahui1
Yusuf Eka SaputraAfiliasi tidak diketahui1
Zahra Ade WahyuniAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/element/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Reading and Writing Literacy Clinic Program as a School-Based Intervention to Improve Elementary Students' Literacy</dc:title>
	<dc:creator xml:lang="en">Muslim, Bohari</dc:creator>
	<dc:creator xml:lang="en">Syarif, Ahmad</dc:creator>
	<dc:creator xml:lang="en">Destrinelli, Destrinelli</dc:creator>
	<dc:subject xml:lang="en">diagnostic intervention; early literacy; instructional leadership; literacy clinic; school action research</dc:subject>
	<dc:description xml:lang="en">Early-grade students with persistent reading and writing difficulties often require support that is more diagnostic, intensive, and responsive than whole-class instruction alone. This study described the implementation of a Reading and Writing Literacy Clinic Program and traced changes in the literacy performance of 18 second-grade students identified through diagnostic assessment at an elementary school in Jambi, Indonesia. Using a two-cycle School Action Research design, the program combined needs-based grouping, small-group and individual instruction, phonics, leveled texts, guided reading and writing, visual prompts, intensive practice, immediate feedback, monitoring, and reflective refinement. Data were generated through reading and writing tests, observations, interviews, and documentation, then analyzed descriptively with source, technique, and time triangulation. The mean reading score increased from 34 at baseline to 74 at the end of Cycle II, while the mean writing score increased from 34 to 73. Classwide mastery in both domains rose from 0% to 83%, exceeding the predetermined 70% criterion. The study's contribution lies in integrating diagnostic, differentiated, and iterative literacy support into a school-based remedial mechanism organized through instructional leadership. The findings offer a practical framework for responding to heterogeneous early-grade literacy needs while preserving individualized follow-up for students who remain below the mastery threshold.</dc:description>
	<dc:publisher xml:lang="en">FKIP Universitas Jambi</dc:publisher>
	<dc:date>2026-10-13</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/element/article/view/59913</dc:identifier>
	<dc:identifier>10.22437/element.v4i2.59913</dc:identifier>
	<dc:source xml:lang="en">Educational Leadership and Management Journal; Vol. 4 No. 2 (2026): July - December 2026 (In Progress); 227-243</dc:source>
	<dc:source>3031-4712</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/element/article/view/59913/25913</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Educational Leadership and Management Journal</dc:rights>
</oai_dc:dc>