An Exploration of Internal and External Factors Contributing to Reading Difficulties Among Sixth-Grade Elementary School Students

Abstract

Reading is a fundamental skill that serves as the foundation for students’ overall academic success. However, reading difficulties are still found among upper-grade elementary school students who should already have mastered basic or early reading skills. This study aims to identify the internal and external factors that influence the reading difficulties experienced by a sixth-grade elementary school student. This study employed a case study approach, with the classroom teacher and the student’s parents serving as supporting informants. Data were collected through semi-structured interviews, non-participatory observation, and open-ended questionnaires, which were then analyzed using methodological triangulation. The results indicate that the internal factors most influential on the student’s reading difficulties are cognitive aspects (memory and concentration) and psychological aspects (low self-confidence and anxiety), accompanied by the student’s low intrinsic motivation to read. Meanwhile, external factors were dominated by limited parental support and a lack of reading habits at home, the absence of specialized programs, limited time for intensive tutoring at school, and a social environment that has not yet fostered a strong culture of literacy. These internal and external factors interact to contribute to the reading difficulties experienced by students. It is hoped that these findings will provide insights for teachers, parents, and schools in designing more comprehensive and collaborative learning strategies or interventions to address the reading difficulties experienced by an upper-grade elementary school student.