<![CDATA[This study aims to improve the reading instruction process and to enhance reading fluency, including the aspects of speed, accuracy, and expression (prosody) among fourth-grade students with learning difficulties at SD Negeri 006 Malinau Kota. This study was a collaborative Classroom Action Research (CAR) based on the Kemmis & McTaggart spiral model. The research was conducted from March to May 2026 at SD Negeri 006 Malinau Kota, focusing on 5 male fourth-grade students identified with learning difficulties. The implemented intervention was the repeated reading model aided by visual picture cards. Data were collected through oral read-aloud tests, observation sheets for teacher and student activities, and documentation. Data analysis was performed using descriptive qualitative and descriptive quantitative techniques. The findings indicated a gradual and significant improvement in reading fluency across all stages. Indicator analysis showed that students' reading rates became smoother and more stable, pronunciation errors (omissions and substitutions) decreased considerably, and reading prosody (pausing and intonation) developed well.The students' average reading fluency score improved from 4.6 in the pre-cycle phase (poor/fair category), rose to 6.6 in Cycle I (fair/good category), and reached 8.6 in Cycle II (good/excellent category). The classical mastery learning percentage jumped drastically from 0% in the pre-cycle to 60% in Cycle I, and reached an absolute success rate of 100% in Cycle II. wwwrrrrThe implementation of a repeated reading model assisted by picture cards has proven successful in improving the reading fluency of fourth-grade students with learning disabilities at SD Negeri 006 Malinau Kota. This collaboration has successfully improved the quality of the process and outcomes of basic literacy learning in an inclusive classroom setting.]]>
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