Factors and Intervention to Improve Students 3-6 Grades Reading Comprehension : Systematic Literature Review

  • Chrisnoldiyanto Lisabu S2 Pendidikan Dasar, Sekolah Pasca Sarjana Universitas Negeri Malang, Malang, Jawa Timur,  Indonesia
  • Anang Santoso Departemen Sastra Indonesia, Fakultas Sastra, Universitas Negeri Malang, Malang, Jawa Timur,  Indonesia
  • Shirly Rizki Kusumaningrum S3 Pendidikan Dasar, Sekolah Pasca Sarjana Universitas Negeri Malang, Malang, Jawa Timur,  Indonesia
DOI: https://doi.org/10.51169/ideguru.v11i1.2322

Abstract

This study aims to analyze various factors that influence reading comprehension skills in elementary school students in grades 3-6, and to test interventions that can be implemented to improve reading comprehension skills in elementary school students in grades 3-6. This study uses a systematic literature review method. 297 articles were found through searches on Scopus and Semantic Scholar using Publish or Perish software. Subsequently, article screening was carried out according to the research question provisions, resulting in 20 articles which were then analyzed. The results of the article analysis show that there are internal and external factors that affect students' reading comprehension abilities. Internal factors include anxiety, student gender, and student learning motivation. External factors are the student's environment which is closely related to vocabulary acquisition. Several interventions include appropriate strategies and approaches for reading comprehension abilities. The findings of factors and interventions in students' reading comprehension abilities provide a good overview for teachers to improve students' understanding when reading. Further research can be more focused on reviewing the suitability between appropriate interventions and factors that influence students' reading comprehension abilities.

Keywords: Reading Comprehension, Elementary School, Systematic Literature Review

PDF Downloads

Download data is not yet available.
Published
2026-08-01
How to Cite:
Lisabu, C., Santoso, A., & Kusumaningrum, S. R. (2026). Factors and Intervention to Improve Students 3-6 Grades Reading Comprehension : Systematic Literature Review . Ideguru: Jurnal Karya Ilmiah Guru, 11(1), 86-95. https://doi.org/10.51169/ideguru.v11i1.2322
Issue
Vol. 11 No. 1 (2026): January 2026 Edition
Section
Literature Review

Copyright (c) 2026 Chrisnoldiyanto Lisabu, Anang Santoso, Shirly Rizki Kusumaningrum

Creative Commons License

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

Abstract viewed: 0 times
PDF downloaded: 0 times

References

Bangoy, R. M., & Tan, V. P. (2024). Predicting Reading Comprehension: Investigating the Influence of Multiple Variables Through Multiple Regression Analysis. International Journal of Religion, 5(10), 2613–2618. https://doi.org/10.61707/wc653246

Çalışkan, E. F., & Ulaş, A. H. (2022). The Effect of Parent-Involved Reading Activities On Primary School Students’ Reading Comprehension Skills, Reading Motivation, and Attitudes Towards Reading. International Electronic Journal of Elementary Education, 14(4), 509–524. https://doi.org/10.26822/iejee.2022.260

Dewi, R. S. I., Chisbiyah, L. A., Ekawati, R., Randy, M. Y., Fatiha, D. A., Pramesti, F. A. A., & Arina Rosyada, N. (2025). Development of Learning Media Based on Articulate Storyline 3 to Improve Numeracy Literacy Skills at SDN Kasembon 1 and 3 Kasembon District Malang Regency. Jurnal Pendidikan Dasar Nusantara, 10(2), 230–247. https://doi.org/10.29407/jpdn.v10i2.23777

Escobar, J. P., & Espinoza, V. (2024). Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects? Reading and Writing Quarterly. https://doi.org/10.1080/10573569.2024.2400993

Fuchs, L. S., Fuchs, D., Seethaler, P. M., & Craddock, C. (2020). Improving Language Comprehension to Enhance Word-Problem Solving. Reading and Writing Quarterly, 142-156.https://doi.org/10.1080/10573569.2019.1666760

Hong, H. Y., Ma, L., Lin, P. Y., & Yuan-Hsuan Lee, K. (2020). Advancing third graders’ reading comprehension through collaborative Knowledge Building: A comparative study in Taiwan. Computers and Education, 157. https://doi.org/10.1016/j.compedu.2020.103962

Ismail, I., Khalid, Muh. I., Mahyuddin, M. J., Musdalifah, M., Djafar, S., & Suparman, S. (2024). A Rhizomatic Approach in Elementary Reading Comprehension Strategies. KOLEKTIF: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 1(2), 158–173. https://doi.org/10.70078/kolektif.v1i2.41

Kovalčíková, I., Veerbeek, J., Vogelaar, B., Klimovič, M., & Gogová, E. (2024). Tracing Progress in Children’s Executive Functioning and Language Abilities Related to Reading Comprehension via ExeFun-READ Intervention. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030237

Kusumaningrum, S. R., Dewi, R. S. I., Mardhatillah, M., Pristiani, R., & Rizal, M. S. (2024). Pengembangan Kecakapan Literasi melalui Pembelajaran yang Menyenangkan bagi Guru SD Negeri Pandanwangi 3 Malang. I-Com: Indonesian Community Journal, 4(4), 2896–2905. https://doi.org/10.70609/icom.v4i4.5728

Lepper, C., Stang-Rabrig, J., & McElvany, N. (2022). Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension. Learning and Instruction, 82. https://doi.org/10.1016/j.learninstruc.2022.101680

Moneba, A.-J. N., & Lovitos, A. H. R. (2024). Reading Attitude and Learning Motivation as Predictors of Reading Comprehension. Asian Journal of Education and Social Studies, 50(4), 185–199. https://doi.org/10.9734/ajess/2024/v50i41322

Muzaki, F. I., Atmoko, A., Santoso, A., Anggraini, A. E., & Author, C. (2025). The Intersection of Language Modeling, Child Development, and Computational Thinking in Elementary School Education: A Framework for Enhancing 21st-Century Skills. 20(1). https://doi.org/10.63001/tbs.2025.v20.i01.S1.pp01-08

Nalom, A. F. de O., & Schochat, E. (2020). Performance of public and private school students in auditory processing, receptive vocabulary, and reading comprehension. CODAS, 32(6). https://doi.org/10.1590/2317-1782/20202019193

Nurfadilah, N., Rahim, A. R., & Ulviani, M. (2024). Pengaruh Strategi KWL (Know, Want, Learned) Terhadap Keterampilan Membaca Pemahaman Siswa Kelas V SDN Paccinongang Unggulan Kabupaten Gowa. Edukasi Elita : Jurnal Inovasi Pendidikan, 1(2), 50–62. https://doi.org/10.62383/edukasi.v1i2.86

Pua, B. R. (2021). Word Reading, Reading Comprehension And English Performance Among Elementary Pupils : Basis For Designing Intervention Program. IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, 3(4), 161–168. https://orcid.org/0000-0001-8329-

Rodriguez‐barrios, E. U., Melendez‐armenta, R. A., Garcia‐aburto, S. G., Lavoignet‐ruiz, M., Sandoval‐herazo, L. C., Molina‐navarro, A., & Morales‐rosales, L. A. (2021). Bayesian approach to analyze reading comprehension: A case study in elementary school children in Mexico. Sustainability (Switzerland), 13(8). https://doi.org/10.3390/su13084285

Safitri, V., & Lidyasari, A. T. (2024). Enhancing Learning Concentration and Reading Comprehension in Fifth Graders: The Impact of Anticipation Guide Strategies in Elementary Education. AL-ISHLAH: Jurnal Pendidikan, 16(4), 4829–4840. https://doi.org/10.35445/alishlah.v16i4.5744

Santoso, A. (2016). Critical Perspective on Language Teaching to Establish Indonesian Society that Have Critical Language Awareness. American Journal of Educational Research, 4(3), 273–282. https://doi.org/10.12691/education-4-3-8

Oktavia, L., Neviyarni, & Irdamurni. (2021). Perkembangan Anak Usia Sekolah Dasar: Kajian Untuk Siswa Kelas Rendah. Jurnal Pendidikan Tambusai, 5, 1823–1828.

Starling-Alves, I., Hirata, G., & Oliveira, J. B. A. (2023). Covid-19 school closures negatively impacted elementary-school students’ reading comprehension and reading fluency skills. International Journal of Educational Development, 99. https://doi.org/10.1016/j.ijedudev.2023.102753

Taboada Barber, A., Klauda, S. L., Wang, W., Cartwright, K. B., & Cutting, L. E. (2022). Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis. Journal of Learning Disabilities, 55(1), 43–57. https://doi.org/10.1177/0022219420983247

Triana, P. M., Pradana, A. B. A., & Wardana, A. E. (2024). Reading comprehension in elementary levels: a Systematic literature review. Jurnal Bidang Pendidikan Dasar, 8(2), 114–121. https://doi.org/10.21067/jbpd.v8i2.10278

Tsuei, M., Huang, H. W., & Cheng, S. F. (2020). The effects of a peer-tutoring strategy on children’s e-book reading comprehension. South African Journal of Education, 40(2), 1–12. https://doi.org/10.15700/saje.v40n2a1734

Vega, N., Stanfield, J., & Mitra, S. (2020). Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools. Education and Information Technologies, 25(3), 1571–1584. https://doi.org/10.1007/s10639-019-10023-3

Wanzek, J., Otaiba, S. Al, Schatschneider, C., Donegan, R. E., Rivas, B., Jones, F., & Petscher, Y. (2020). Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties. Journal of Research on Educational Effectiveness, 13(3), 408–429. https://doi.org/10.1080/19345747.2019.1710886

Zaccoletti, S., Altoè, G., & Mason, L. (2020). Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension. Learning and Individual Differences, 79. https://doi.org/10.1016/j.lindif.2020.101869