<![CDATA[Text readability is a crucial aspect in determining the effectiveness of teaching materials, particularly at the elementary school level, which requires a match between reading difficulty and students' cognitive development. This study aims to analyze the readability of five story texts in thematic textbooks for grade IV elementary school students using the Fry graph method. This study employed a quantitative descriptive approach with an analysis technique based on counting the number of sentences and syllables in a 100-word sample text.The results showed that the texts' readability varied, ranging from grades IV to VI. Two texts were at the grade IV level, one text was in the grade IV-V range, and the other was in the grade V-VI range. This variation indicates that the text difficulty level in thematic textbooks is not entirely consistent with the reading ability level of grade IV students. This finding indicates that although some texts are appropriate for students' developmental levels, some texts are more complex and potentially hinder comprehension. Therefore, an evaluation of the development of teaching materials is needed to provide more attention to readability aspects in a proportional and hierarchical manner.]]>
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