<![CDATA[Reading difficulties among "slow learner" students with special needs can hinder material comprehension, classroom participation, and academic achievement. This study aimed to develop an adaptive learning strategy that tailors reading instruction to the prior abilities, needs, and individual development of slow learner students at SMP Negeri 1 Sandaran. The study employed the Research and Development (R&D) method using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation phases. The limited trial involved 10 seventh-grade students. Data were collected through observation, interviews, reading proficiency tests, documentation, expert validation, and teacher feedback. The developed strategy integrates initial assessment, tiered materials, multimodal support, guided reading, mnemonics, scaffolding, feedback, independent practice, and individual evaluation across three levels of support: intensive, moderate, and independent. Results showed an increase in the average reading proficiency score from 55 in the pretest to 80 in the posttest. Product validation yielded Aiken's V values ranging from 0.82 to 0.94, while instrument reliability was 0.845. Teacher feedback indicated a positive reception of the product. These findings suggest that the strategy possesses initial feasibility and shows signs of improving reading proficiency. However, as the trial was conducted with a limited sample and lacked a control group, causal effectiveness cannot yet be confirmed. Broader testing is required to obtain stronger evidence of effectiveness.]]>
