Analysis of Beginning Reading Learning Problems Among Grade III Students at Elementery School

Abstract

This study aims to identify the factors that cause reading difficulties among upper-grade students and to examine strategies for overcoming these challenges. A qualitative research design with a descriptive approach was employed. The research subjects comprised 12 Grade VI students and one Grade VI homeroom teacher at SD Negeri 4, Sorong Regency. Data were collected through observation, interviews, and tests and== validated using triangulation techniques encompassing source triangulation, technical triangulation, and temporal triangulation. The findings indicate that a considerable proportion of upper-grade students continue to experience reading difficulties. Specifically, 14 out of 28 total upper-grade students (Grades 4, 5, and 6) exhibited reading difficulties, including difficulty spelling letters, difficulty pronouncing letters, letter substitution errors, inattention to punctuation marks, and insufficient letter recognition. These difficulties are attributable to both internal factors, such as low learning motivation and poor memory retention, and external factors, including the influence of the surrounding social environment, limited school guidance and support services, and restricted instructional time. These findings highlight the urgent need for targeted early intervention and differentiated instructional strategies to address reading difficulties in elementary school settings.