<![CDATA[This study explores the use of reading aloud strategies to maintain the quality of students' Quran memorization at SD Tahfidz Al Mubarok in Kediri. Given the integration of religious and general education at the elementary school level, effective memorization methods that align with child psychology are crucial. Using a qualitative case study approach, data were collected through participant observation, in-depth interviews, and documentation. The results of this study indicate that the reading aloud strategy operates through an integrated mechanism linking auditory feedback with cognitive memorization. During the preparation phase, the school designs a psychologically supportive learning environment by balancing playtime and study time, ensuring young learners remain motivated without experiencing learning stress. In the implementation phase, reading aloud is embedded systematically across daily recitation (lalaran), review (muroja'ah), new memorization (ziyadah), correction (tashih), and formal recitation assessment (tasmi'). The core finding reveals that vocalizing the Quran enables real-time acoustic detection of errors in tajwid and pronunciation clarity (fashahah), while repetitive oral practice builds automatic memory through the automation of speech organs, thereby enhancing fluency. Comprehensive evaluation ranging from formative daily assessments to annual tahfidz examinations reinforces these gains continuously. This research contributes to the development of elementary-level tahfiz education by demonstrating that reading aloud is not merely a corrective teaching tactic but a sustainable, systematic learning model. By integrating psychological sensitivity, structured implementation, and layered evaluation, this study offers both a practical framework and theoretical insight for tahfiz institutions seeking to cultivate high-quality Quranic memorization among young learners]]>
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