<![CDATA[General Background Fundamental reading and writing proficiencies constitute the main educational foundation for students in early elementary grades. Specific Background Conventional teaching sessions frequently cause second-grade students to become bored, resulting in low enthusiasm and difficulties in understanding simple story plots. Knowledge Gap Despite the recognized value of non-formal school facilities, maintaining continuous student engagement and overcoming limited book varieties within the classroom remains a significant pedagogical challenge. Aims This study investigates the application of reading corners to stimulate the foundational text comprehension and writing skills of second-grade students. Results The descriptive qualitative implementation revealed that utilizing comfortable spaces equipped with age-appropriate illustrated books successfully transformed student attitudes from passive to highly enthusiastic. Furthermore, students demonstrated notable progress in text fluency, vocabulary enrichment, and the ability to compose three to five simple sentences with correct spelling in their journals. Novelty This research demonstrates that integrating a structured fifteen-minute habituation routine with interactive reflection trees and routine book rotations successfully sustains early childhood scholastic engagement. Implications Schools should actively establish and creatively manage non-formal learning spaces, supported by parental involvement and varied book collections, to ensure continuous foundational skill development. Highlights: Implementing daily fifteen-minute book exploration routines fostered enthusiastic student participation. Students successfully formulated simple sentences and grasped new vocabulary through interactive journal assignments. Routine material rotation and reward systems resolved boredom and sustained long-term engagement. Keywords: Reading Habituation, Vocabulary Enrichment, Second Grade, Writing Skills, Nonformal Facility]]>
