Differentiated Graded Readers in A School Literacy Movement Program: An Instrumental Case Study of Reading Literacy at SDN Bojongsari 01

Authors

  • Larasati Diana Universitas Negeri Yogyakarta
  • Wuri Wuryandani Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.22460/pej.v10i2.7389

Keywords:

Differentiated Instruction, Elementary Education, Graded Readers, Reading Literacy, School Literacy Movement

Abstract

This study was motivated by a decline in reading literacy achievement at SDN Bojongsari 01, where the percentage of students meeting minimum literacy competency dropped from 50% to 40% between 2023 and 2024 (Education Report Card), with the achievement rating shifting from "Moderate" to "Insufficient." In response, the school implemented a School Literacy Movement (GLS) program using differentiated, graded readers. This study aims to (1) describe program planning, (2) describe program implementation, (3) analyze its impact on students' literacy skills, (4) identify supporting and inhibiting factors, and (5) interpret the program's significance for literacy development in elementary schools. A qualitative instrumental case study design was employed. Data were collected from 41 informants comprising the principal, eight teachers, 30 students, and six parents through participant observation, in-depth interviews, and document analysis, and were analyzed using the Miles, Huberman, and Saldana (2014) model. Trustworthiness was established through source and technique triangulation, member checking, prolonged engagement, and peer debriefing. Findings indicate that: (1) planning was conducted collaboratively using Education Report Card data; (2) implementation proceeded through consistent 15-minute daily reading activities with differentiated variations; (3) the program positively impacted literacy, as evidenced by an increase in minimum competency attainment from 40% to 48.28%, average literacy score from 44.03 to 48.26, and literary text competency from 37.81 to 48.29; (4) data-driven leadership and teacher commitment were key enablers, while limited book collections and uneven home reading habits were the main barriers; and (5) meaningful literacy improvement is achievable in resource-limited schools through collective commitment and responsiveness to student diversit.

References

Amanda, D., Isrok’atun, & Julia. (2023). The implementation of book leveling in improving students’ literacy skills at SDN Sanghiang. EDUKASIA: Journal of Education and Learning, 4(2), 2199–2208.

Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi.org/10.1177/1468794112468475

Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271

Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). Algorithm-guided individualized reading instruction. Science, 315(5811), 464–465. https://doi.org/10.1126/science.1134513

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11, 100. https://doi.org/10.1186/1471-2288-11-100

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. https://doi.org/10.1037/0033-2909.125.6.627

Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31–54. https://doi.org/10.1016/j.edurev.2018.02.002

Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S25–S44. https://doi.org/10.1002/rrq.411

Fatimah, S., Sufyadi, S., & Mastur. (2025). The use of graded readers with the read-aloud method as an effort to increase reading interest among third-grade students at SDN Tanjung Sungkai. EduTech: Journal of Educational Technology, 24(2), 846–858. https://doi.org/10.17509/e.v24i2.82534

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174–206. https://doi.org/10.3102/00028312034001174

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. https://doi.org/10.1037/0022-0663.95.1.3

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47(2), 71–85. https://doi.org/10.1080/00461520.2012.667064

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.

Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890

Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49(1), 6–37. https://doi.org/10.1002/tesq.157

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated literacy instruction: Boondoggle or best practice? Review of Educational Research, 90(4), 459–498. https://doi.org/10.3102/0034654320933536

Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427–463. https://doi.org/10.1002/RRQ.030

Sénéchal, M., & LeFevre, J.-A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, 2366. https://doi.org/10.3389/fpsyg.2019.02366

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.

Wiedarti, P., Kisyani-Laksono, Retnaningdyah, P., Dewayani, S., Muldian, W., Sufyadi, S., Roosaria, D. R., Faizah, D. U., Sulastri, Rahmawan, N., Rahayu, E. S., Yusuf, R. A., & Antoro, B. (2016). Master design of the school literacy movement. Directorate General of Primary and Secondary Education, Ministry of Education and Culture.

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.

Downloads

Published

2026-09-27

Issue

Vol. 10 No. 2 (2026): Volume 10, Number 2, September 2026

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.