<![CDATA[Early literacy is a fundamental foundation for students’ subsequent learning development. However, classroom-based school literacy programs still face challenges, particularly differences in students’ early literacy abilities. This study aims to analyze teachers’ strategies in managing classroom-based school literacy programs to support the development of early literacy among elementary school students. This study employed a descriptive qualitative approach using a case study method at MI Unggulan Muhammadiyah Indramayu. The research subjects consisted of classroom teachers and students involved in literacy activities. Data were collected through observation, in-depth interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings show that teachers implement literacy strategies through activity planning based on students’ abilities, reading routines before learning, classroom reading corners, appropriate reading materials, individual guidance, motivation, and integration of literacy activities into classroom learning. Teachers also conduct continuous evaluations to identify students’ literacy development and determine appropriate follow-up. Supporting factors include teacher commitment, literacy facilities, school support, and parental involvement, while challenges include differences in students’ abilities, limited learning time, and the need for intensive assistance. Adaptive and systematic literacy strategies contribute to students’ early literacy development, particularly letter recognition, word and sentence reading, basic comprehension, and reading habits.]]>
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