<![CDATA[Background: Phonological awareness is crucial in the early school process, as it is foundational for reading and writing skills. However, research data on the phonological awareness of elementary school-age children in Indonesia remains scarce. Objectives: This study aimed to determine the effect of a phonological awareness intervention on the literacy skills of first-grade elementary school children in Surakarta. Methods: This study employed a quasi-experimental design using a one-group pretest-posttest approach23. A sample of 30 children was selected using total sampling. The intervention was administered over 2 weeks, consisting of 6 sessions, each lasting 45 minutes. The instruments used were early literacy and phonological sensitivity tests, analyzed using the Wilcoxon test. Results: Pre-intervention literacy skills showed 28 children (93.3%) in the "poor" category. Post-intervention, 28 children (93.3%) were in the "good" category. The Wilcoxon test analysis yielded a p-value of 0,000 (p < 0,05), indicating that the phonological awareness intervention had an effect on the development of literacy skills. Conclusion: The phonological awareness intervention significantly affects the literacy skills of first-grade elementary school children in Surakarta. Keywords: First-grade students, Literacy Skills, Phonological awareness]]>
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