<![CDATA[Mobile storytelling programs may offer an accessible and engaging approach to supporting children’s reading literacy, particularly in community-based and nonformal education settings. This study evaluated the Dongeng Tambora Keliling mobile storytelling program in Dompu, Indonesia, using four operational components of the CSE-UCLA framework: needs assessment, program planning, formative evaluation, and summative evaluation. A quantitative descriptive program-evaluation design was employed involving 68 children selected from a population of approximately 215 participants across four program locations. Data were collected using a 16-item five-point Likert questionnaire, with four items representing each evaluation component, and were supplemented by participant observation and program documentation. The data were analyzed descriptively by converting component scores into percentages. The results showed that all four components received highly positive participant evaluations. Program planning obtained the highest score (92.22%), followed by summative evaluation (88.16%), formative evaluation (87.79%), and needs assessment (81.39%), with an overall mean of 87.39%. These findings indicate that participants perceived the program particularly favorably in terms of its planning, learning materials, visual support, implementation, and literacy-related experiences. Needs assessment, although still rated highly, emerged as the comparatively weakest component and may require more systematic identification of children’s literacy profiles and learning needs. Because the study did not include pretest-posttest measures, a comparison group, or inferential analysis, the findings should be interpreted as evidence of high perceived program effectiveness rather than causal improvement in reading literacy. The study supports the use of mobile storytelling as a promising community-based literacy initiative while highlighting the need for stronger needs assessment and future outcome-based evaluation.]]>
