<![CDATA[This study aims to describe the existence of the reading corner in Grade III at SD Negeri 1 Lalebbata, analyze its impact on students' reading interest, and develop a reading learning model integrated with the field findings. The research employed a descriptive qualitative approach with a case study design. The research subjects included the school principal, the teacher, and Grade III students, while data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles & Huberman model: data reduction, data display, and conclusion drawing. The results show that the reading corner has a strong existence across several aspects: location, facilities, diversity of reading materials, arrangement, rules, reading schedule, and the "story share" activity. All these aspects were utilized consistently by the students. Furthermore, the utilization of the reading corner positively affects the increase in reading interest, which is reflected in four main indicators: the emergence of feelings of enjoyment, attraction, need for information, and intrinsic motivation among the students. Based on the research findings, the Read–Feel–Share Cycle (RFSC Model) reading learning model was developed. It consists of five stages and integrates physical and emotional experiences in reading activities. This model is recommended as an applicable and contextual approach to strengthening the literacy culture in elementary schools.]]>
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