Abstract
This study investigated the effect of the SQ4R model assisted by the Let’s Read application on the literal comprehension ability of third-grade elementary school students. The research was motivated by students’ low literal comprehension skills, monotonous Reading instruction, and the limited integration of structured Reading strategies with digital media in elementary schools. The study aimed to examine the influence of the SQ4R model assisted by Let’s Read on students’ literal comprehension based on different levels of Reading ability. This research employed a quantitative approach using a quasi-experimental design with a 2 × 2 factorial arrangement. The participants were third-grade students from elementary schools in Cluster III, Tanjung Mutiara District, Agam Regency. Data were collected through Reading comprehension tests and Reading ability performance tests covering accuracy, automaticity, prosody, and comprehension aspects. The data were analyzed using two-way analysis of variance. The findings indicated that the SQ4R model assisted by Let’s Read significantly improved students’ literal comprehension. Students with high Reading ability achieved better results than those with low Reading ability, and an interaction effect was found between the learning model and students’ Reading ability levels. These findings highlight the importance of integrating structured Reading strategies and digital literacy media to support effective and adaptive Reading instruction in elementary schools.