<![CDATA[Reading difficulty among third-grade students is a common problem that hinders the transition from “learning to read” to “reading to learn.” This study examines the phenomenon of reading difficulties experienced by third-grade students in Indonesian language learning at UPTD SD Inpres Bertingkat Kelapa Lima 2. The study aims to identify the internal and external factors underlying these difficulties, to describe their characteristics, and to formulate teacher strategies for overcoming them. A descriptive qualitative approach was used, with the class teacher and third-grade students who experienced reading difficulties as the subjects. Data were collected through participatory observation, structured and semi-structured interviews and documentation, then analyzed using the Miles and Huberman interactive model. The results show that of sixteen students, ten (62.5%) experienced reading difficulties, characterised by confusion in distinguishing visually similar letters (b-d, p-q, n-u), halting syllable-by-syllable reading, omission or insertion of letters, disregard of punctuation, and low reading comprehension because attention remained fixed on decoding. Internal factors included low reading interest and motivation, laziness, boredom, low self-confidence, and anxiety when reading aloud, compounded by insufficient rest at home. External factors included limited parental guidance and literacy stimulation at home and a lack of varied, interactive instructional media at school. The study concludes that third-grade reading ability still needs strengthening through targeted pedagogical interventions, such as individual guidance, letter-card media, and closer school-family collaboration.]]>
