<![CDATA[Administratively oriented School Literacy Movements (GLS) frequently overlook students' cognitive development, leading to a phenomenon termed pseudo-literacy. This practice of routine reading without individualized ability mapping potentially causes literacy stagnation in primary schools. Addressing this issue, this study aims to evaluate the implementation of tiered literacy based on reading ability mapping at SD Adzkia Banjarnegara. This descriptive qualitative research employed a case study design. Data were collected through interviews, observations, and documentation involving 10 key informants: one principal, three classroom teachers, and six students representing various developmental phases. The gathered data were analyzed using the Miles and Huberman model. The findings indicate that specific cognitive mapping across Phases A, B, and C serves as a crucial diagnostic instrument. This mapping enables teachers to provide adaptive interventions for students who have not yet achieved reading mastery. Consequently, tiered literacy is proven to be an effective preventive strategy against the accumulation of reading difficulties. Theoretically and from a policy perspective, this study advocates for a reorientation of literacy programs, shifting from passive habituation to sustainable diagnostic interventions.]]>
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