<![CDATA[The low interest in reading at the elementary school level is a crucial challenge in national literacy. This research aims to describe teacher strategies in fostering reading interest in fourth-grade students at SDI Laran. The research method used is descriptive qualitative. Data collection was carried out through participatory observation, in-depth interviews, and documentation. Data analysis techniques used the Miles, Huberman, and Saldana models which include data reduction, data display, and drawing conclusions. The results showed that teacher strategies included the habit of 15 minutes of reading before teaching and learning activities, management of a conducive classroom reading corner, use of illustrated storybooks, individual reading guidance, and providing motivation/rewards. Supporting factors include the principal's commitment, allocation of School Operational Assistance (BOS) funds for literacy, and the School Literacy Movement (GLS) program. Meanwhile, inhibiting factors include limited variety of book collections, the negative influence of gadgets, and the lack of support from the family environment. The implementation of this strategy has been proven to significantly increase student enthusiasm from 5 to 18 students who are active in independent literacy activities.]]>
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