<![CDATA[This study aims to analyze early reading difficulties among second-grade elementary school students and to identify the contributing factors and the strategies teachers use to address them. This study employs a qualitative approach using the case study method, conducted at SD Negeri Cukir 1 in Jombang. The research subjects consisted of classroom teachers and students experiencing reading difficulties. Data collection techniques included interviews, observations, and documentation. Data analysis utilized an interactive model comprising data reduction, data presentation, and drawing conclusions. The results indicate that students’ reading difficulties include an inability to recognize letters, errors in word pronunciation, difficulty combining syllables, low reading fluency, and a lack of comprehension of the text’s content. The factors contributing to reading difficulties include internal factors, such as low interest and motivation to learn, as well as external factors, such as a lack of variety in teaching methods and insufficient support from the family environment. Efforts made by teachers to address these difficulties include the use of varied teaching methods, providing intensive reading guidance, and utilizing engaging learning materials. Thus, adaptive teaching strategies and optimal environmental support are necessary to improve the early reading skills of elementary school students.]]>
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