<![CDATA[ABSTRACT The unevenness in elementary school students’ reading comprehension is reflected not only in reading fluency but also in their ability to process, connect, and make meaning from information in texts. This study examines the reading literacy profiles of third-grade students, the factors associated with their development, and the instructional strategies employed by teachers in Indonesian Language learning in Gugus 3 Terara, East Lombok. A descriptive qualitative approach was employed with 14 informants, consisting of seven teachers and seven students from seven elementary schools. Data were collected through observation, reading literacy tasks, interviews, and documentation, and were examined interactively through data reduction, data presentation, and verification of findings. The profiles of the seven focal students indicated that their ability to locate explicitly stated information was relatively stronger, whereas their abilities to interpret, integrate, evaluate, and reflect on text content varied. The identified challenges involved reading fluency, vocabulary, reading interest and motivation, gadget use, family support, availability of reading materials, and differences in instructional practices. Teachers responded through read-aloud activities, guided reading, the SAS method, paired reading, question-and-answer activities, reading routines, picture storybooks, and audiovisual media. These findings suggest that literacy development needs to move beyond reading routines toward differentiated, interactive learning experiences that establish continuity between school and family literacy practices. ABSTRAK Ketidakseragaman kemampuan memahami bacaan pada siswa sekolah dasar tidak hanya tampak pada kelancaran membaca, tetapi juga pada kemampuan mengolah, menghubungkan, dan memaknai informasi dalam teks. Penelitian ini menelaah profil literasi membaca siswa kelas III, faktor yang menyertainya, serta strategi pembelajaran Bahasa Indonesia yang diterapkan guru di Gugus 3 Terara, Lombok Timur. Penelitian menggunakan pendekatan deskriptif kualitatif dengan 14 informan, terdiri atas tujuh guru dan tujuh siswa dari tujuh sekolah dasar. Data diperoleh melalui observasi, tugas literasi membaca, wawancara, dan dokumentasi, lalu dibandingkan secara interaktif melalui reduksi data, penyajian, serta verifikasi temuan. Profil tujuh siswa fokus memperlihatkan kemampuan menemukan informasi tersurat relatif lebih kuat, sedangkan menafsirkan, mengintegrasikan, mengevaluasi, dan merefleksikan isi bacaan masih bervariasi. Hambatan yang muncul berkaitan dengan kelancaran membaca, kosakata, minat dan motivasi, penggunaan gawai, dukungan keluarga, ketersediaan bahan bacaan, serta perbedaan praktik pembelajaran. Guru merespons melalui membaca nyaring, membaca terbimbing, SAS, membaca berpasangan, tanya jawab, pembiasaan membaca, buku cerita bergambar, dan media audiovisual. Temuan ini menegaskan bahwa penguatan literasi perlu bergerak dari sekadar pembiasaan membaca menuju pengalaman belajar yang terdiferensiasi, interaktif, dan terhubung antara sekolah dengan keluarga.]]>
