Abstract
This systematic literature review examines the effect of intensive guided reading assistance on reading fluency and reading attitudes among elementary school students. Forty peer-reviewed articles, recognized both internationally and nationally, published between 2020 and 2025, were synthesized to identify patterns in intervention design, implementation, and outcomes. The review compares classical, large-group reading instruction with intensive, individualized guided reading approaches and traces how each model shapes decoding accuracy, comprehension, and student persistence. Findings indicate that intensive assistance, characterized by low teacher-student ratios and immediate corrective feedback, produces measurable gains in oral reading accuracy and comprehension compared to conventional classroom delivery. The review further shows that consistent success experiences during guided sessions cultivate positive reading attitudes, including persistence, curiosity, and confidence. Family involvement and structured national programs such as the Gerakan Literasi Sekolah (School Literacy Movement) strengthen the sustainability of these gains when aligned with classroom-level intervention. The synthesis concludes that intensive guided reading assistance functions as both a technical remediation strategy and an attitude-building mechanism. These findings offer practical direction for elementary school teachers seeking to redesign literacy instruction around individualized, evidence-based practice, particularly within resource-constrained school settings recovering from pandemic-related learning loss.