<![CDATA[Reading skill is one of the essential language skills in Indonesian language learning at the elementary school level because it plays an important role in helping students obtain, understand, process, and interpret information from various types of texts. However, students’ reading ability is not limited to reading fluency but also includes the ability to identify main ideas, find supporting information, draw conclusions, and respond to texts. Therefore, reading instruction needs to be systematically designed by considering the types, stages, and reading strategies that are appropriate to students’ characteristics. This study aims to examine reading skills in Indonesian language learning at the elementary school level, particularly in relation to types of reading, stages of reading, and reading instructional strategies. This study employed a Systematic Literature Review (SLR) method by examining relevant scientific journal articles and academic books, particularly publications from 2021 to 2026. The data were analyzed descriptively and qualitatively through the processes of identification, selection, extraction, and synthesis of the literature. The results show that reading skills develop gradually from beginning reading to reading comprehension. The reading process can be conducted through three stages: pre-reading, while-reading, and post-reading. Various strategies, such as Directed Reading Thinking Activity (DRTA), SQ4R, KWL, CIRC, BUCS, and 3-2-1, can be used to increase students’ engagement and comprehension of texts. Therefore, systematic reading instruction and the use of strategies appropriate to the learning objectives, text types, and students’ characteristics can support the development of reading skills in elementary schools.]]>
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