Classroom Teacher Strategies in Overcoming Early Reading Difficulties in Second Grade Students

This study aims to describe the classroom teacher strategies in over- coming early reading difficulties in second grade students at SDN 4 Rindingallo, North Toraja Regency. This research adopts a qualitative approach. The data col- lection techniques employed in this study include observation, interviews, and documentation. The data analysis techniques utilized in this research are data reduction, data presentation, and drawing conclusions. The results of this study indicate that the classroom teacher strategies in overcoming early reading dif- ficulties involve the use of teaching methods, repetitive reading techniques, an integrated approach to learning by integrating early reading with other activities such as reading and writing, a school-based literacy system, creating a schedule of activities within the instructional procedures, and professional development of teachers through active participation in seminars and training programs organized by the government. These strategies have proven effective in improving the early reading abilities of second grade students at SDN 4 Rindingallo.