<![CDATA[Early reading difficulties remain a persistent challenge in first-grade classrooms, particularly within the Indonesian madrasah ibtidaiyah context. The purpose of this study is to describe how the Alphabets and Syllables approach is used to treat early reading challenges and to examine the elements that help and hinder first-grade pupils at MISS Seblak Diwek Jombang. The design of the case study was qualitative. Observation, in-depth interviews, and documentation involving the firstgrade teacher, the school principal, and three purposefully chosen students out of ten who had been recognized as having reading challenges were used to gather data. The Miles and Huberman interactive model was used for data analysis, and source triangulation and method were used to guarantee validity. The results show that implementation followed nine methodical steps, based on phonics and multisensory techniques with tangible media support, from letter recognition to syllable blending. Three key supporting factors were identified: institutional support through a structured remedial program, teacher pedagogical competence, and active parental involvement. Inhibiting factors included difficulties recognizing vowels and consonants, forming syllables, reading simple words, and accurately pronouncing sounds. Following an intensive tutoring program, students' literacy scores showed a positive shift from the 60–65 range to ≥75, indicating progress beyond the minimum competency threshold. These findings suggest that the simultaneous integration of alphabetic and syllabic approaches within the madrasah ibtidaiyah context is associated with positive outcomes in early reading instruction and contributes to expanding the evidence base for structured literacy interventions in Islamic elementary education.]]>
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