Identifying the Reading and Writing Challenges of Third Grade Students in the Digital Literacy Era

Abstract

This study aims to identify the reading and writing difficulties experienced by third-grade students at Purwantoro 02 State Elementary School and their implications for early-stage digital literacy interventions. The research was conducted using a qualitative descriptive method, involving observations, interviews with teachers and students, and documentation. The results showed that 6 out of 25 students had persistent difficulties in beginning reading and writing. The difficulties identified include lack of reading fluency, confusion in distinguishing similar letters, visual memory deficiencies, omission of letters or syllables, delayed writing, and errors in dictation. These literacy barriers hinder students' ability to engage with digital learning tools that require independent reading and writing skills. The findings highlight the importance of early identification of literacy difficulties and the need for digital tools that adapt to students’ real literacy levels. This study recommends the integration of phonics based applications, visual tracing, and audio assisted writing tools into classroom instruction to support early digital literacy development in primary education.