Teachers' Strategies in Overcoming Early Literacy Difficulties to Realize Meaningful Learning in Elementary School Students

Abstract

This study aims to describe early literacy difficulties among lower-grade students, the factors influencing these difficulties, and teachers’ strategies in addressing them to create meaningful learning. The research employed a descriptive qualitative approach with a case study design conducted in grade 2 of SD Muhammadiyah Jatiyoso during the 2025/2026 academic year. The research subjects included five grade 2 students, a classroom teacher, and the school principal. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña with method and source triangulation. The findings indicate that students’ early literacy difficulties involve interconnected aspects of beginning reading, early writing, and listening. Reading difficulties were evident in letter recognition, phoneme blending, reading fluency, and reading comprehension. Writing difficulties were related to fine motor skills, handwriting neatness, and writing endurance, while listening difficulties affected students’ ability to understand instructions and oral information. These difficulties were influenced by cognitive factors, phonological awareness, motor development, teaching strategies and learning media, as well as family and classroom environments. Teachers addressed these difficulties through gradual instruction, individual assistance, the use of visual and concrete learning media, listening skill reinforcement, and collaboration with parents. These strategies positively impacted students’ engagement, motivation, and self-confidence, thereby supporting the development of meaningful early literacy learning in elementary school.