<![CDATA[This study explores reading difficulties among Phase C students in Islamic primary education through an ecological perspective. A qualitative case study focused on two students, with supporting accounts from peers, a teacher, and the principal. Data were collected through observations, interviews, and document analysis, then examined through data reduction, data display, and conclusion drawing. Findings identified difficulties in word recognition, fluency, and comprehension alongside embarrassment, limited confidence, and reading avoidance. These experiences occurred within uneven patterns of teacher guidance, peer interaction, reported home assistance, and institutional resources. Limited digital access coexisted with reliance on printed materials, without establishing that technology caused reading difficulties or determined psychological readiness. The study's originality lies in distinguishing available support from students' experiences of that support within an Islamic educational context. Its contribution is a contextual ecological interpretation connecting reading skills, emotional engagement, and learning opportunities. The findings inform targeted reading assistance, respectful classroom interaction, and feasible coordination between teachers and families. However, the small, contextually bounded sample limits generalization, and the effectiveness of these recommendations requires further investigation across diverse Islamic primary education settings.]]>
