<![CDATA[This study aimed to identify types of reading difficulties, examine the role of parenting patterns, and identify instructional strategies that can be used to address these difficulties among elementary school students. The study employed a qualitative approach using a phenomenological method. Data were collected through observations, interviews, and documentation involving students experiencing reading difficulties and their parents. The findings revealed that reading difficulties included limited letter recognition, pronunciation difficulties, lack of reading fluency, and limited comprehension of texts. Contributing factors included an unsupportive learning environment and inconsistent parenting practices, such as inadequate supervision and overly permissive parenting. Efforts to address these difficulties included providing a supportive learning environment, increasing teacher involvement, and strengthening collaboration between parents and schools. The study concludes that appropriate parenting practices and a well-organized learning environment play important roles in improving students’ reading skills. Collaboration between families and schools is therefore essential for developing effective and sustainable literacy interventions that support students’ reading development.]]>
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