<![CDATA[Reading difficulties in secondary school students are often reduced to technical language proficiency issues, whereas psychologically, they are a multidimensional developmental phenomenon. This study aims to map adolescents' reading difficulties through a performance assessment that integrates aspects of reading skills, perceptual-motor functions, and emotional regulation within a psychological context. The study employed an exploratory descriptive approach, utilizing a performance-based assessment method supported by structured observations and semi-structured interviews. The subjects were junior high and high school students in Malang Regency identified as having reading difficulties. The results indicate that reading difficulties have diverse patterns and are influenced by the interaction between cognitive load, residual visual-perceptual-motor disorders, and negative emotional experiences formed through previous pedagogical practices. These conditions encourage the emergence of passive compensatory strategies and patterns of learning helplessness that hinder the development of independent literacy. These findings emphasize that reading assessments in secondary education should be directed towards a multidimensional literacy framework, ensuring that designed interventions are not only technical but also responsive to the psychological and social dynamics of students in a more inclusive manner. Abstrak Kesulitan membaca pada siswa sekolah menengah sering direduksi sebagai masalah teknis kemampuan bahasa, padahal secara psikologis merupakan fenomena perkembangan yang multidimensional. Penelitian ini bertujuan memetakan kesulitan membaca remaja melalui asesmen performa yang mengintegrasikan aspek keterampilan membaca, fungsi perseptual-motorik, serta regulasi emosional dalam konteks psikologi. Penelitian menggunakan pendekatan deskriptif eksploratif dengan metode asesmen membaca permulaan, serta didukung oleh observasi terstruktur dan wawancara semi-terstruktur. Subjek penelitian adalah siswa SMP dan SMA di Kabupaten Malang yang diidentifikasi mengalami kesulitan membaca. Hasil penelitian menunjukkan bahwa kesulitan membaca memiliki pola yang beragam dan dipengaruhi oleh interaksi antara beban kognitif, residu gangguan visual–perseptual-motorik, serta pengalaman emosional negatif yang terbentuk melalui praktik pedagogis sebelumnya. Kondisi tersebut mendorong munculnya strategi kompensasi pasif dan pola ketidakberdayaan belajar yang menghambat perkembangan literasi mandiri. Temuan ini menegaskan bahwa asesmen membaca pada jenjang pendidikan menengah perlu diarahkan pada kerangka literasi multidimensional agar intervensi yang dirancang tidak hanya bersifat teknis, tetapi juga responsif terhadap dinamika psikologis dan sosial peserta didik yang lebih inklusif.]]>
