The Teacher Proficiency Analysis in Dealing with Dyslexic Children at Elementary School Children of Ranggu I

This study aims to describe the factors that cause dyslexic children or those who have trouble reading and spelling at the Catholic elementary school of Ranggu I and the teacher's ability to overcome these learning difficulties. The type of research used is descriptive qualitative. The subjects in this study were ten teachers at the Catholic elementary school of Ranggu I. The data collection techniques used were interviews, observation, and documentation. Data reduction, data presentation, and conclusion drawing are used in analysing data. The results showed that (a) students at the Catholic elementary school of Ranggu I have deficiencies in visual memory characterized by difficulty remembering material that the teacher has explained. (b) Most students do not read fluently or read haltingly; a lack of confidence influences this. (c) Students have difficulty combining consonant letters and vowels such as ba-ca, bu-ku. This is influenced by students' low ability to master letters from A. d) Students who have difficulty learning to read often show excessive responses such as anxiety and nervousness. (e) Teachers' efforts to overcome the difficulties of dyslexic children are providing special guidance, using appropriate media and methods under the material being taught, increasing students' self-confidence to foster interest in learning, and providing special remedial reading programs.