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Reading instruction in the early classes no longer focuses on the ability to read early. Curriculum analysis shows that students in the second grade of elementary school are required to be able to understand the text. There is also reading skill that students must master which is reading literal comprehension. The ability of students to read is one of the important factors of academic achievement because the reading materials are presented in written text. Students with learning difficulties have difficulty in understanding the reading material as it can be seen from the students' ability to re-convey the textbased on the questions given. One of the factors that influence students ' ability to read is the learning technique applied by the teacher. The teacher realizes that students have difficulties in understanding the text; in fact, the learning techniques applied by the teacher are not based on children's needs. This study aimed to describe the conditions of learning of reading literal comprehension by students with learning difficulties in elementary school. The method used in this study was qualitative using case study. The data analysis was carried out descriptively. The results of this study are the lack of knowledge and awareness of teachers about the importance of learning techniques based on student needs. Keywords—reading comprehension instruction; students with learning difficulties.

A Case Study of Reading Comprehension Instruction of Students with Learning Difficulties in Elementary School