<![CDATA[This study aims to describe teacher strategies for addressing early reading difficulties in first-grade students at Panca Tunggal State Elementary School. This study employed a qualitative approach with a descriptive approach. Data collection techniques included observation, interviews, and documentation. The research informants included the principal, class teachers, and students. Data analysis employed the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing. The results indicate that early reading difficulties experienced by students include letter recognition difficulties, spelling difficulties, mispronunciation of letters, reading difficulties, reading difficulties, and difficulty distinguishing between similar letters. Strategies employed by teachers to address these difficulties include using a phonics approach, the use of word cards, reading aloud, multisensory strategies, and providing individual guidance and remedial classes. Supporting factors for teacher strategies include school support and the availability of learning media, while inhibiting factors include limited learning time and low family support. This study demonstrates that appropriate and varied learning strategies can help students overcome early reading difficulties more effectively]]>
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