Analysis of elementary school students’ reading difficulties based on intellectual factors

Abstract

This study aims to analyze reading difficulties among elementary school students based on intellectual factors. Reading is a fundamental skill crucial for academic success, yet many students face challenges in mastering it. One influencing factor is intellectual capacity, which includes information processing and critical thinking. This research employed a mixed-methods approach using a sequential exploratory model, incorporating interviews, observations, and analysis of student learning outcomes. The results show that students with lower intellectual capacity tend to experience more reading difficulties. These findings highlight the importance of comprehensive assessments and tailored intervention strategies to help students achieve optimal reading abilities.