<![CDATA[Reading ability is one of the fundamental skills that elementary school students must master to support their learning process. However, some third-grade students at SD Negeri 08 Timonong still experience difficulties in reading, such as reading hesitantly, difficulties in recognizing letters, inaccurate pronunciation, and low reading comprehension. This study aimed to analyze the role of teachers in overcoming reading difficulties among third-grade students at SD Negeri 08 Timonong. The research employed a descriptive qualitative approach. Data were collected through observations, interviews, and documentation involving the principal, classroom teacher, and students. Data analysis was conducted using the Miles and Huberman model, which consisted of data reduction, data display, and conclusion drawing. The results showed that teachers played important roles as educators, facilitators, motivators, and mentors in addressing students’ reading difficulties. Various efforts were implemented, including routine reading practice, individual guidance, the use of illustrated reading materials, providing learning motivation, and establishing collaboration with parents. Several factors contributing to reading difficulties included low reading interest, limited parental support, lack of reading practice at home, and students’ low concentration during learning activities. The study concludes that the active role of teachers significantly contributes to improving students’ reading skills and reducing reading difficulties, although continuous assistance is still needed for some students.]]>
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