<![CDATA[This study was motivated by unequal reading abilities and reading stagnation among some sixth-grade students at SDI Woloau, Sikka Regency. It aimed to identify students’ reading abilities, implement scheduled reinforcement and graded practice based on behaviorist theory, and analyze their progress. This classroom action research employed the Kemmis and McTaggart model and was conducted in three cycles involving 17 students. Data were collected through individual reading assessments, observations, interviews, and home reading practice control cards. The interventions used letter, syllable, word, and short-text cards, combined with repeated practice, reading demonstrations, immediate correction and feedback, positive reinforcement, and peer tutoring. Initial assessments showed that six students were at level L2 and eleven were at level L3. Following the interventions, four students progressed from L2 to L3, while three students advanced from L3 to L4. In the third cycle, seven of the eleven students at level L4 read fluently and answered all questions correctly after one reading. Interviews indicated that students enjoyed the activities and did not feel burdened. These findings suggest that the strategy may support reading development, although continued practice is still necessary.]]>
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