<![CDATA[Early-grade students with persistent reading and writing difficulties often require support that is more diagnostic, intensive, and responsive than whole-class instruction alone. This study described the implementation of a Reading and Writing Literacy Clinic Program and traced changes in the literacy performance of 18 second-grade students identified through diagnostic assessment at an elementary school in Jambi, Indonesia. Using a two-cycle School Action Research design, the program combined needs-based grouping, small-group and individual instruction, phonics, leveled texts, guided reading and writing, visual prompts, intensive practice, immediate feedback, monitoring, and reflective refinement. Data were generated through reading and writing tests, observations, interviews, and documentation, then analyzed descriptively with source, technique, and time triangulation. The mean reading score increased from 34 at baseline to 74 at the end of Cycle II, while the mean writing score increased from 34 to 73. Classwide mastery in both domains rose from 0% to 83%, exceeding the predetermined 70% criterion. The study's contribution lies in integrating diagnostic, differentiated, and iterative literacy support into a school-based remedial mechanism organized through instructional leadership. The findings offer a practical framework for responding to heterogeneous early-grade literacy needs while preserving individualized follow-up for students who remain below the mastery threshold.]]>
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