<![CDATA[Elementary school students must acquire fundamental reading and writing skills sequentially to continue learning at the next level. With the use of the Integrated CALIS Program, this study aimed to assess the initial reading and writing skills of students at SDN 30 Cakranegara. The data collection techniques used in this descriptive qualitative study were interviews, documentation, observation, and tests. The study participants were first-, second-, and fourth-grade students who participated in the Integrated CALIS Program. According to the findings, the majority of students still could not name the alphabet correctly; a significant number of students still made errors and mispronounced letters. However, some students had written letters and simple phrases effectively, read syllables and basic words, and recognized words. Nevertheless, some students struggled at the beginning of the course to recognize letters with comparable forms, write complete words and sentences, and read fluently. Some elements that influenced students' initial reading and writing skills were students' enthusiasm for learning, parental support, the intensity of practice methods, and the use of engaging learning tools. Therefore, the Integrated CALIS Program improved students' fundamental literacy skills. Therefore, continuous learning and collaboration between schools and parents is necessary to ensure that students' early reading and writing abilities are optimized.]]>
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