<![CDATA[Reading is a fundamental skill that greatly determines the academic success of elementary school students. However, reading literacy among students in Indonesia remains low compared to international standards, as reflected in the 2018 PISA results. This study aims to examine and synthesize empirical findings regarding the effect of the Read Aloud method on the reading ability of elementary school students. The approach used is a narrative literature review with a systematic search process guided by PRISMA principles. Research articles were obtained from three academic databases, namely Google Scholar, Semantic Scholar, and Scopus, covering publications from 2020 to 2026, using a combination of keywords related to Read Aloud, reading ability, and elementary school students. Out of 177 articles identified, 15 articles met the inclusion criteria and were analyzed thematically. The synthesis revealed three main themes, namely that the Read Aloud method consistently improves reading comprehension, strengthens vocabulary acquisition, and develops students' reading fluency. Furthermore, the analysis also identified several factors that influence the effectiveness of this method, including the quality of teacher-student interaction, the use of audio-visual media, the frequency of implementation, parental involvement, and the differences between online and face-to-face learning contexts. Overall, these findings confirm that Read Aloud is a cognitively and linguistically effective method in supporting the development of reading ability among elementary school students, although its effectiveness is greatly influenced by the quality of implementation and the supportive learning environment surrounding the students.]]>
