<![CDATA[This study aimed to analyze the effect of differentiated instruction on elementary school students’ reading comprehension skills through the Systematic Literature Review (SLR) method. The study used a qualitative approach with secondary data in the form of scientific journal articles obtained from Google Scholar, Semantic Scholar, and DOAJ published between 2014 and 2026. Data were collected through documentation techniques using the keywords “differentiated instruction” and “reading comprehension.” The articles were selected based on inclusion and exclusion criteria, resulting in 14 relevant articles. Data analysis was conducted descriptively by comparing the findings of each study. The results showed that differentiated instruction had a positive effect on students’ reading comprehension skills. This approach helped students understand reading texts according to their learning needs, interests, abilities, and learning profiles. In addition, differentiated instruction increased students’ motivation, participation, engagement, and self-confidence during learning activities. Strategies such as Guided Reading, Cooperative Integrated Reading and Composition (CIRC), and the total reading model also supported the improvement of reading comprehension skills. However, several challenges remained, including limited facilities, instructional time, and differences in student abilities. Therefore, differentiated instruction can be used as an effective learning approach to improve elementary school students’ reading comprehension skills.]]>
