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School-Based Literacy Interventions: The Role of the School Literacy Movement (GLS) Program in Shaping Students’ Reading Literacy

Year: 2026

Type: article

Abstract: The programs‘ meaningful increases in students‘ reading literacy based on intrinsic and extrinsic motivation to read as the most important basis for students to develop HOTS. This study explores the impact of the School Literacy Movement (GLS) program on students’ reading literacy, with a specific focus on its influence on students’ 15-minute daily reading habits to read fiction and nonfiction. This research uses a quantitative design with a predictive correlation design using a questionnaire of structural equation modeling (SEM) analysis. The participants were selected based on who actively participates in the GLS programs using a cluster sampling technique, selecting 105 teachers in Riau province, Indonesia. The findings research also demonstrate that the programs contribute to the development and reinforcement of elementary school students‘ daily reading routines, promoting reading as a consistent and meaningful habit. The study highlights the broader educational value of structured schoolbased literacy interventions in fostering engaged, reflective, and lifelong readers.

Source: Journal Human Research in Rehabilitation

DOI: 10.21554/hrr.042621

Authors: Silfi Melindawati, E. Kus Eddy Sartono, Wuri Wuryandani, Shindy Lestari, Fatia Fatimah, Zetra Hainul Putra, Irwan Prayitno

Institutions: Yogyakarta State University, Universitas Rokania, Indonesia Open University, Riau University, Universitas Muhammadiyah Jakarta

Language: English

Topic: Educational Methods and Media Use

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W7147200607

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