<![CDATA[Early reading is the initial stage of reading instruction that emphasizes the recognition of written language symbols and their relationship with language sounds. However, in practice, some students still experience difficulties in early reading, which may have implications for their overall literacy skills. This study aims to describe the forms and factors contributing to early reading difficulties among second-grade students at SDN Cikaret. This study employed a qualitative approach using a descriptive method. The research subjects consisted of twenty second-grade students at SDN Cikaret. Data were collected through observation and tests of students’ early reading abilities, interviews with the classroom teacher and students, and documentation as supporting instruments in the form of learning outcomes and instructional records. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The results showed that students experienced various early reading difficulties, including difficulties in recognizing letters, distinguishing letters with similar shapes or sounds, blending syllables into words, and reading simple words and sentences fluently. These difficulties were influenced by internal factors, such as low phonological ability, motivation, and interest in reading, as well as external factors, including a lack of parental assistance at home and limited variation in reading instruction methods at school. This study is expected to serve as a basis for teachers in designing more effective early reading instruction tailored to students’ needs.]]>
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