Early literacy footprints: analysis of elementary school students' initial reading abilities using Early Grade Reading Assessment (EGRA)

Research Objective and Methodology

The study aimed to analyze the early reading skills of Phase A students (grades 1 and 2) in elementary schools. It employed a descriptive qualitative method, involving 122 students aged 6 to 8 from two elementary schools in Garut Regency. The Early Grade Reading Assessment (EGRA) reading test was the primary instrument used for data collection.

Key Findings on Initial Reading Skills

The results indicated that a significant majority, 68% of Phase A students, were categorized as needing guidance in early reading skills. Only 6.6% were in the sufficient category, and 25.4% were in the good category. These findings highlight a pervasive challenge in early literacy development among the surveyed students.

Performance Across EGRA Indicators

An analysis of EGRA indicators revealed varying levels of proficiency. Letter recognition ability was at 55.15%, syllable reading at 48.76%, word reading at 41.49%, and listening comprehension at 34.44%. Fluency stood at 31.87%, while reading comprehension was the lowest at 16.53%. This detailed breakdown helps pinpoint specific areas where students struggle.

Implications and Recommendations

The study's findings provide a deeper understanding of students' reading abilities, enabling teachers to tailor interventions to individual student needs. This research is expected to inform schools in designing more effective learning strategies to enhance elementary school students' literacy levels.