<![CDATA[Literary literacy requires students to do more than retrieve information from stories; they need to construct meaning, interpret literary experiences, evaluate values, and produce creative responses. This study examined the effect of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model assisted by children's fiction stories on elementary students' literary literacy. A quasi-experimental nonequivalent control-group design involved 46 fifth-grade students (23 experimental; 23 control) at SDN 7 Ciseureuh, Purwakarta, Indonesia. Data were collected using a literary literacy test, classroom observation, and documentation. Descriptive statistics, assumption tests, an independent-samples t-test, normalized gain (N-Gain), and Cohen's d were used. The experimental group increased from M = 42.61 (SD = 10.10) to M = 86.85 (SD = 7.20), whereas the control group increased from M = 40.76 (SD = 9.25) to M = 81.30 (SD = 8.49). N-Gain was 76.30% (high) in the experimental group and 66.47% (moderate) in the control group. The post-test difference was statistically significant, t(44) = -2.206, p = .033, with Cohen's d = 0.70, indicating a medium practical effect. RADEC implementation was very good, increasing from 87.50% to 95.00%.RADEC assisted by children's fiction stories provides a meaningful and practically effective approach for developing elementary students' literary literacy. Its novelty lies in integrating the five RADEC stages with children's fiction and measuring literary literacy across comprehension, interpretation, evaluation, and creation.]]>
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