ANALYSIS OF FACTORS CAUSING LOW READING COMPREHENSION SKILLS OF ELEMENTARY SCHOOL STUDENTS

Abstract

Reading comprehension is a crucial competency for upper-grade elementary school students, yet low mastery levels remain a widespread educational challenge. This study aims to analyze and map the internal and external factors that cause low reading comprehension skills among elementary school students. The research employs a literature review method with a qualitative descriptive approach. The inclusion criteria encompass six core peer-reviewed journal articles published between 2019 and 2026 retrieved from Google Scholar and Harzing's Publish or Perish that focus specifically on reading difficulties in primary education. The research procedure was conducted by identifying, categorizing, and interpreting thematic findings across the selected literature regarding student reading barriers. The results show that reading comprehension difficulties are driven by internal factors such as low learning motivation, weak cognitive skills, and poor reading habits as well as external factors including minimal parental guidance, excessive gadget use, inadequate library infrastructure, and monotonous teaching methods. It can be concluded that addressing reading comprehension issues requires synergistic literacy interventions that mitigate digital distractions and bridge cognitive gaps both at home and in school.