<![CDATA[Reading ability is the main foundation in the learning process in elementary schools. This study aims to determine the effectiveness of using illustrated storybooks in the classroom reading corner in improving the reading ability of lower-grade elementary school students. The study employed a quasi-experimental method with a Non-equivalent Control Group Design. The research was conducted at SD Negeri 2 Padangkerta in the Odd Semester of the 2025/2026 Academic Year over two months. The research subjects numbered 60 second-grade students divided into two groups: an experimental group of 30 students who received the treatment of utilizing illustrated storybooks in the reading corner, and a control group of 30 students who used the reading corner with conventional textbook reading materials. Data collection was carried out through reading ability tests covering aspects of word pronunciation accuracy, reading fluency, and reading comprehension. The research data were analyzed using parametric statistical tests, namely the Paired Sample T-test and Independent Sample T-test, with the assistance of IBM SPSS Statistics. The results showed a significant increase in students' reading ability in the experimental group. The mean post-test score increased to 84.50 compared to the pre-test score of 62.30. In addition, the t-test results showed a significance value (2-tailed) of ? = 0.05, indicating a positive influence of the use of illustrated storybooks on students' reading ability. From the research results, it can be concluded that the structured utilization of illustrated storybooks in the classroom reading corner is effective in improving the reading ability of lower-grade elementary school students. Therefore, schools and teachers are advised to further optimize the use of illustrated storybooks in the reading corner as an effort to foster reading interest and improve students' reading skills from an early age.]]>
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