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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) · pp. 227–243

DOI
10.22437/element.v4i2.59913
ISSN
3031-4712
Published
2026-10-13
Publisher
FKIP Universitas Jambi
Language
en

Abstract

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.

Keywords

Collaboration network of the authors

31 authors · 68 co-authorship links · 1 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Tamansiswa Padang
  • Universitas Jambi
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Bunga Ayu WulandariAffiliation unknown2
Muhammad SofwanAffiliation unknown2
Andi Alimuddin UndeAffiliation unknown1
Novi AudriaAffiliation unknown1
Bunga Ayu WulandariAffiliation unknown1
Lisa AndaryAffiliation unknown1
Syahrial SyahrialUniversitas Tamansiswa Padang1
Asrial AsrialUniversitas Jambi1
Alirmansyah AlirmansyahAffiliation unknown1
Akhmad HabibiAffiliation unknown1
Nadila HardiyantiAffiliation unknown1
Agung Prasetiya Budi UtomoAffiliation unknown1
Yogi SetiyokoAffiliation unknown1
Urip SulistyoAffiliation unknown1
Siti ArtikaAffiliation unknown1
Aeron FrimlasAffiliation unknown1
Suci Afnitri WahyuniAffiliation unknown1
Yantoro yantoroAffiliation unknown1
Siti HodijahAffiliation unknown1
Eko KuntartoAffiliation unknown1
Ahmad HariandiAffiliation unknown1
Asih Nur IsmiatunAffiliation unknown1
Musdar MusdarUniversitas Halu Oleo1
Putri IndriyaniAffiliation unknown1
Tiara Putri UtamiAffiliation unknown1
Uli NabelaAffiliation unknown1
Yusuf Eka SaputraAffiliation unknown1
Zahra Ade WahyuniAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/element/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>