The purpose of the study is to identify the causal factors and solutions that must be done to overcome students' difficulties of learning to read. The research method used is descriptive qualitative by analyzing data from the IRI (Informal Reading Inventory) instrument. The research respondents were 6 4th grade students in Bandung, West Java Indonesia. They were chosen based on the purposive sampling technique. The results showed that the factors causing the difficulty of learning to read were external factors such as the objective condition of their reading ability, which they were able to recognize some letters of the alphabet and did not understand the capital letters and they were only able to read syllables with V-K (Vocals – Consonants). Teaching preliminary reading is one solution that teachers can do to overcome this difficulty. Based on the neuroscience perspective, the performance of the hemisphere in the brain can be optimized by preliminary reading so it supports the fluency of reading activities. The preliminary reading contains short and simple sentences that are easy to be articulated and spoken by students. Those sentences help students a lot to overcome students’ difficulties in reading effectively. Teachers are expected to be able to choose a method of learning to read that is adapted to the needs of students to obtain effective and efficient learning outcomes.