<![CDATA[Background. Inclusive education requires integrating digital media with responsive pedagogy to accommodate diverse learning needs. For slow learners, conventional teacher-centered approaches may provide limited opportunities for sustained attention, participation, and communication, creating a need for adaptive learning media. Purpose. This study scrutinizes the use of the Let’s Read application in learning for slow learners at Bina Mustika Kindergarten in Tarakan City, focusing on its implementation process, the teacher’s role, children’s learning experiences, and the obstacles and strategies involved in its use. Method. This study employed a qualitative descriptive approach. Data were collected through direct classroom observations and semi-structured interviews with teachers and analyzed descriptively to identify patterns in implementation and the learning process. Results. Teachers used Let’s Read through digital stories, illustrations, questioning, and story retelling. Teachers adapted materials, guided activities, and provided individual support. Children showed varied attention, participation, comprehension, and communication. Key obstacles included differences in attention, language, comprehension, memory, and confidence. Teachers addressed these challenges through repetition, simplified explanations, visual cues, questioning, and individualized assistance. Conclusion. Let’s Read provides opportunities to support learning experiences among slow learners, but its use cannot be separated from responsive teacher mediation. In sum, the study contributes to inclusive early childhood education by showing that digital storytelling can support learning beyond literacy when combined with differentiated instruction and attention to individual learning needs.]]>
