<![CDATA[Beginning reading is a fundamental skill that plays an important role in supporting students’ learning success at the primary education level. However, first-grade students in Madrasah Ibtidaiyah continue to experience various difficulties in developing this skill. This study aims to analyze the forms of beginning reading difficulties and the factors influencing them based on findings from previous studies. The study employed a qualitative approach using a literature review method. Data were obtained from various scholarly articles addressing beginning reading difficulties among first-grade students in elementary schools and Madrasah Ibtidaiyah. The data were then analyzed descriptively through the stages of identification, selection, categorization, and synthesis of findings. The results indicate that beginning reading difficulties include recognizing and distinguishing letters, associating letters with sounds, combining letters into syllables and words, reading words and sentences, reading fluency, and understanding the meaning of texts. These difficulties do not occur independently but are interconnected progressively, ranging from the ability to recognize symbols to decoding and reading comprehension. In addition to cognitive and linguistic abilities, reading difficulties are also influenced by students’ interest and learning motivation, psychological conditions, family support, learning environments, and instructional strategies employed by teachers. These findings highlight the importance of early identification of reading difficulties and the implementation of systematic, contextual, engaging, and individualized reading instruction tailored to students’ needs.]]>
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