<![CDATA[This study aims to describe the implementation of the Picture Walk strategy in developing early-grade students' reading and writing literacy skills, and to examine its relevance to strengthening foundational literacy and inclusive learning as mandated by SDG 4 (Quality Education). Method: The study used a classroom action research design (three cycles: planning, action, observation, reflection) analyzed and reported through a qualitative case study approach, supported by descriptive quantitative data as triangulation evidence. Participants: The study involved 29 second-grade students, one teacher, and one school principal, with data collected through observation, interviews, questionnaires (Cronbach's α = 0.84), and documentation, and validated through technique and source triangulation (Cohen's κ = 0.82). Key Findings: The results show a shift in students' reading ability levels from a predominance of the frustration level (80%) toward the instructional and independent levels (90%) by the end of Cycle III, interpreted through Dual Coding Theory (Paivio), the Cognitive Theory of Multimedia Learning (Mayer), and Piaget's concrete operational stage, indicating that visually supported pre-reading activities can facilitate foundational literacy development by making reading experiences more accessible and meaningful for early-grade learner. Overall, the implementation of the Picture Walk strategy showed positive results in strengthening early-grade literacy, thereby supporting the broader objectives of SDG 4 in promoting effective and inclusive learning opportunities. The findings also offer practical implications for the Merdeka Curriculum, teacher professional development, and the development of literacy-oriented instructional materials.]]>
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