<![CDATA[This study aims to classify the reading abilities of students at SD Negeri 3 Seraya Timur from grades 1 to 6, as well as to determine relevant innovative strategies to improve the school's literacy achievement based on the mapping results. The need for structured intervention is based on Rapor Pendidikan data which shows that the school's literacy achievement is still in the red category, meaning it is below the minimum competency. The research method used is qualitative descriptive. The subjects assigned were students from grades 1 to 6 at SD Negeri 3 Seraya Timur. Data were collected through a basic reading test (initial screening). The results showed that the students' reading ability profiles were divided into three levels, namely the basic level (recognizing letters and words), the proficient level (reading fluently with intonation), and the advanced level (understanding the substance of reading critically). From the mapping results, three pillars of innovative strategies were formulated, namely: 1) Cluster-Based Reading Instruction (Ability-Based Differentiation), 2) Reorientation of Literacy Hours and Optimization of a Text-Rich Environment, and 3) Family-Based Literacy Mentoring Alliances involving measurable active participation of parents at home. This shows that literacy intervention in schools does not only rely on teachers' narrative descriptions, but requires structured and valid data as an effort to make improvements. Often the information obtained from teachers is only grouped into 2, namely the group of students who can already read and the group who cannot yet read. The information is still biased because it cannot explain the characteristics of each group. It does not explain what reading is like and what reading is not yet like, the implication is that it is difficult for teachers to determine a formula to handle the problem.]]>
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