Understanding Reading Comprehension Barriers in Early Elementary Education: An Analysis of Second-Grade Students

Abstract

This study aims to analyze the level of reading comprehension difficulties experienced by second-grade elementary school students and identify factors contributing to these difficulties. A descriptive quantitative approach supported by qualitative data was used. Participants consisted of 21 second-grade students selected as the research sample. Data were collected through questionnaires, interviews, and classroom observations, then analyzed using descriptive statistics and qualitative interpretation. The results showed that 76.19% of students experienced moderate levels of reading comprehension difficulties, with an average score of 55.95. Indicator analysis showed that reading comprehension obtained the lowest average score, while the use of appropriate reading techniques achieved the highest score. Further interviews and observations indicated that limited vocabulary mastery and inadequate information processing skills were the main factors affecting students' reading comprehension. In conclusion, students demonstrated adequate basic reading skills but faced challenges in constructing meaning in the text. These findings imply the need for comprehension-oriented learning strategies that emphasize vocabulary enrichment, guided reading, and active comprehension practice to improve elementary school students' reading achievement.