<![CDATA[The ability to read at an advanced level acts as a learning tool, not just an end goal. This research aims to examine the level of difficulty in reading comprehension and identify the most dominant internal and external factors that cause these difficulties in upper class students at SDS Bani Adam 'As for the 2025/2026 academic year. The research used a qualitative descriptive approach with the main data sources being students in grades IV, V and VI who had difficulty reading comprehension and the class teacher. Data collection was carried out through structured observation, in-depth interviews and documentation studies. Data analysis uses Miles and Huberman's interactive model, which includes data reduction, data presentation, and drawing conclusions. The results show that the level of difficulty in reading comprehension in upper class students at SDS Bani Adam 'As is quite significant: 20 out of 129 students (15.5%) were identified as having reading difficulties. The dominant internal factors are low interest and motivation to read as well as cognitive obstacles such as weaknesses in visual memory and phonological awareness. The main external factors include the lack of parental attention and guidance at home, the influence of uncontrolled smartphone use, and the use of reading corners and school libraries that is not yet optimal.]]>
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