<![CDATA[Reading difficulties among slow learners constitute a complex problem influenced by interrelated linguistic and psychological factors. This study analyzes the reading difficulties experienced by slow learners from the perspectives of linguistics and educational psychology by examining phonological, lexical, morphological, syntactic, and reading comprehension aspects, as well as psychological factors including attention, working memory, learning motivation, and executive functioning. The objectives of this study are to describe the characteristics of reading difficulties, identify the factors influencing them, analyze the relationships among these factors, and formulate a conceptual model of reading difficulties in slow learners. This research employed a qualitative approach using a case study design involving a purposively selected elementary school student. Data were collected through observation, in-depth interviews, diagnostic reading tests, and document analysis, and were analyzed using an interactive model. The findings revealed difficulties in phonological, lexical, morphological, syntactic, and literal reading comprehension aspects. From a psychological perspective, the student demonstrated low attention, limited working memory capacity, low learning motivation, and weak executive functioning, all of which affected the reading process. The analysis indicates that linguistic and psychological factors interact with one another in shaping the reading difficulties experienced by slow learners. Keyword: reading difficulties, slow learners, linguistics, educational psychology]]>
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