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

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.