Factors and Intervention to Improve Students 3-6 Grades Reading Comprehension : Systematic Literature Review

Chrisnoldiyanto Lisabu (S2 Pendidikan Dasar, Sekolah Pasca Sarjana Universitas Negeri Malang, Malang, Jawa Timur)
Anang Santoso (Departemen Sastra Indonesia, Fakultas Sastra, Universitas Negeri Malang, Malang, Jawa Timur)
Shirly Rizki Kusumaningrum (S3 Pendidikan Dasar, Sekolah Pasca Sarjana Universitas Negeri Malang, Malang, Jawa Timur)

Ideguru: Jurnal Karya Ilmiah Guru
Vol. 11 No. 1 (2026): January 2026 Edition

This study aims to analyze various factors that influence reading comprehension skills in elementary school students in grades 3-6, and to test interventions that can be implemented to improve reading comprehension skills in elementary school students in grades 3-6. This study uses a systematic literature review method. 297 articles were found through searches on Scopus and Semantic Scholar using Publish or Perish software. Subsequently, article screening was carried out according to the research question provisions, resulting in 20 articles which were then analyzed. The results of the article analysis show that there are internal and external factors that affect students' reading comprehension abilities. Internal factors include anxiety, student gender, and student learning motivation. External factors are the student's environment which is closely related to vocabulary acquisition. Several interventions include appropriate strategies and approaches for reading comprehension abilities. The findings of factors and interventions in students' reading comprehension abilities provide a good overview for teachers to improve students' understanding when reading. Further research can be more focused on reviewing the suitability between appropriate interventions and factors that influence students' reading comprehension abilities.