<![CDATA[This study examines the roles and strategies of Islamic Religious Education teachers in addressing Qur’an reading difficulties among second-grade students at Kuttab Al-Husnayain. A qualitative descriptive approach was employed to understand students’ reading difficulties, teachers’ pedagogical responses, and the supporting and inhibiting factors affecting Qur’anic learning. Data were collected through classroom observation, interviews, and documentation and validated through extended observation and triangulation. Data analysis followed the interactive process of data collection, reduction, display, and conclusion drawing. The findings identified four major difficulties: distinguishing similar hijaiyah letters, articulating letters according to their correct makh?rij, differentiating long and short sounds, and maintaining learning focus and motivation. Teachers addressed these difficulties through four interconnected roles as educators, instructors, mentors, and evaluators. Their strategies included daily Qur’an reading habituation, collective reading, repetition, talaqqi, individual assistance, direct correction, and continuous evaluation. A religious school environment, varied instructional methods, and parental cooperation supported the learning process, while differences in students’ initial abilities, insufficient home practice, and low motivation hindered progress. The study concludes that Qur’anic literacy instruction requires individualized guidance, systematic repetition, direct teacher modeling, supportive emotional interaction, and continuity between school and family. Therefore, schools are recommended to strengthen structured Qur’an reading assistance, routine formative evaluation, and sustained teacher-parent collaboration to provide continuous support for students experiencing reading difficulties.]]>
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