This study aims to examine the effectiveness of implementing reading literacy programs in improving reading comprehension of third-grade students at SD IT Tahfizh Al-Makki Kampar. The research employed a descriptive qualitative method with data collected through observation, interviews, and documentation. The findings indicate that routine reading literacy activities conducted for 15 minutes before core lessons significantly enhanced students’ reading comprehension, particularly in understanding text content, identifying main ideas, drawing conclusions, mastering vocabulary, and showing positive emotional responses toward reading. The teacher’s role as facilitator, motivator, and evaluator played a crucial part in guiding students, especially those who were not yet fluent readers. School support, such as providing reading corners and updating book collections, also contributed to fostering a literacy culture. Nevertheless, several challenges were identified, including limited facilities, short reading time allocation, differences in students’ abilities, and lack of environmental support. It can be concluded that the reading literacy movement is effective in improving students’ reading comprehension, although it requires strengthened facilities, more diverse reading materials, and innovative teaching strategies.