<![CDATA[This study aimed to analyze the effect of using leveled books through dialogic reading on the early reading skills of first-grade elementary school students. The study employed a quantitative approach with a quasi-experimental design of the two-group pretest-posttest type. The research subjects consisted of 22 students in the experimental class and 21 students in the control class. Data were collected using an early reading skills test. The data analysis was conducted using the Independent Samples t-test on the gain scores. The results revealed that the use of leveled books through dialogic reading significantly influenced on students’ early reading skills. This finding was indicated by a significance value of 0.002, which was lower than 0.05. Additionally, the experimental class had an average gain score of 15.62, which was higher than that of the control class at 3.27. Therefore, it can be concluded that the use of leveled books through dialogic reading significantly influenced the early reading skills of first-grade elementary school students.]]>
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