<![CDATA[This study aims to describe the reading difficulties experienced by slow learner students in Grade V at SDN Tanjung Jati 1 and to identify the factors influencing these difficulties. The research employed a descriptive qualitative approach involving slow learner students, the Grade V teacher, and other parties engaged in the learning process as research subjects. Data were collected through observations, interviews, and documentation. The collected data were analyzed using the interactive analysis model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. To ensure the validity of the data, triangulation techniques were applied, including source triangulation, technique triangulation, and time triangulation, so that the findings accurately reflected the real conditions in the field. The results revealed that slow learner students still encounter significant challenges in reading skills, including basic reading, reading comprehension, and reading speed. Students faced difficulties in recognizing letters, reading syllables, reading simple words, and understanding the content of texts. In addition, students showed a lack of confidence when asked to read in front of the class and required repeated assistance during learning activities. Several factors contributing to these reading difficulties include below-average cognitive abilities, low levels of concentration and learning motivation, limited peer support, and minimal parental assistance at home. The teacher has made various efforts to support students, such as providing individualized instruction, utilizing concrete learning media, repeating learning materials, and connecting lessons to students’ daily life contexts. Therefore, strong collaboration between teachers, schools, and parents is essential to support the optimal and sustainable development of reading skills for slow learner students.]]>
