<![CDATA[This study aims to describe the forms and patterns of syllable-blending difficulties in early reading among first-grade elementary school students from the perspective of phonological awareness. The research was grounded in the problem that some beginning readers can pronounce syllables separately but are not yet able to integrate them into meaningful whole words. A qualitative case-study method was used. The main data were obtained from video documentation of a student's reading activity using a simple text about Budi and the market. The data were analyzed through repeated observation, transcription of reading responses, coding of errors, and interpretation based on the concepts of early reading, syllable awareness, and syllable blending. The findings show that the student's difficulties appeared in the forms of syllable omission, syllable-order reversal, syllable addition, syllable repetition, incomplete pronunciation, and failure to form a complete word. The recurring patterns included segmented reading, fragile syllable completeness, unstable syllable order, weak integration across syllables, and dependence on teacher assistance. These findings indicate that the main difficulty was not merely letter recognition but the processing of syllables as phonological units that must be retained, ordered, and integrated into words. The study contributes a diagnostic perspective for teachers by emphasizing the need to observe the reading process, not only the final reading result.]]>
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