<![CDATA[This classroom action research (CAR) successfully identifies learning barriers while simultaneously improving reading comprehension learning outcomes through the implementation of the reading aloud method for third-grade students with an auditory learning style in literacy learning activities. Literacy skills are foundational for elementary students to grasp complex concepts across various subjects. Auditory learners process information more effectively through listening and verbal interaction; thus, conventional literacy policies requiring silent reading often become significant obstacles. This research was conducted in three cycles consisting of planning, implementation, observation, and reflection stages. The results showed that during the pre-cycle, auditory students experienced difficulties understanding texts due to the lack of sound stimulation, causing them to tire quickly, lose concentration, and repeatedly reread sentences. However, the implementation of the reading aloud intervention successfully minimized these barriers and led to a substantial increase in students' reading comprehension. This is evidenced by the dramatic surge in learning completeness, which rose from 38,46% in the pre-cycle to 50% in cycle I, 73,09% in cycle II, and reached 84,62% in cycle III. Therefore, teachers need to apply adaptive literacy strategies such as reading aloud to accommodate students' sensory characteristics, thereby enhancing reading comprehension and classroom participation.]]>
