<![CDATA[This study investigates beginning reading learning problems among Grade 3 students at SD Muhammadiyah Aimas, Sorong Regency, Southwest Papua, Indonesia. The research employed a qualitative field-based design, with data collected through observation, semi-structured interviews, and document analysis involving the school principal, homeroom teacher, ten students, and one parent. Data were analyzed using Miles and Huberman's interactive model comprising data reduction, data display, and conclusion drawing. Findings reveal that 30% of students were categorized at the fair or poor reading levels, exhibiting difficulties including limited working memory, errors in letter articulation and substitution, insufficient attention to punctuation, and visual impairment. Six interrelated causal factors were identified: heterogeneous foundational abilities, low reading motivation, conventional instructional methods, unsupportive learning environments, reading comprehension deficits, and socio-emotional barriers. The classroom teacher responded with multi-faceted remedial strategies incorporating varied instructional media, motivational support, empathetic engagement, structured remedial programmes, and a daily 15 minute literacy routine. These findings underscore the urgent need for differentiated, evidence-based beginning reading instruction and multi-stakeholder collaboration to improve early literacy outcomes in elementary schools.]]>
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