<![CDATA[Early reading ability is a fundamental skill that supports students’ learning achievement in elementary school. However, some first-grade students still experience difficulties in recognizing letters and reading syllables, words, and simple sentences, which may hinder their academic development. This study aimed to identify the forms of early reading difficulties experienced by first-grade students, analyze the factors contributing to these difficulties, and describe teachers’ efforts to address them. This study employed a descriptive qualitative approach with a case study design at SDN Belawang 2, Barito Kuala Regency. The participants consisted of nine first-grade students, with the classroom teacher and principal serving as supporting informants. Data were collected through individual reading tests, observations, interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing, with source and technique triangulation applied to ensure data credibility. The results showed that seven out of nine students experienced early reading difficulties, while two students demonstrated fluent reading ability. The difficulties included spelling-based reading, letter confusion, difficulties with closed syllables and consonant clusters, and limited letter recognition. These difficulties were influenced by internal factors, such as motivation, readiness, maturity, and individual conditions, as well as external factors, including limited family support, parental educational background, gadget use, and restricted learning time. Teachers addressed these challenges through gradual reading instruction, letter-based learning media, individual guidance, peer tutoring, parental involvement, and daily reading activities. The findings highlight the importance of differentiated early reading instruction based on students’ difficulty profiles and collaboration among teachers, schools, and families to strengthen literacy development.]]>
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