<![CDATA[This study aims to describe teachers’ strategies for addressing students’ reading difficulties through the Bengkel Baca Program at MI Muhammadiyah 14 Ponorogo, the outcomes of the program, and its supporting and inhibiting factors. This research employed a qualitative approach using a case study design. Data were collected through semi-structured observations, interviews, and documentation. The research informants consisted of teachers implementing the Bengkel Baca Program, lower-grade students participating in the program, and the head of the madrasah. Data were analyzed through data reduction, data presentation, and conclusion drawing and verification. Data credibility was examined through source, technique, and time triangulation. The findings indicate that teachers addressed reading difficulties through individual instruction, adjustment of learning materials according to students’ abilities, the use of learning media such as word cards, graded reading books, and storybooks, repeated reading practice, and an emotional approach. The program resulted in improvements in students’ basic reading skills, reading fluency and comprehension, as well as their confidence in participating in reading activities. Supporting factors included school support, the availability of reading materials, dedicated time for the program, and teachers’ patience and consistency. The inhibiting factors included differences in students’ reading abilities, students’ tendency to forget previously learned materials, low confidence among some students, and irregular participation in the program. The Bengkel Baca Program made a positive contribution to helping students develop their reading abilities through gradual and continuous support]]>
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