<![CDATA[Reading ability is a fundamental skill that elementary school students need to master as a foundation for successful learning. However, observations conducted at SDN 1 Kerjo, SDN 2 Jati, and SDN 2 Jatiprahu indicated that the reading ability of first-grade students was still low, as demonstrated by difficulties in recognizing letters, reading syllables, reading words, and comprehending simple texts. This study aimed to analyze the effect of using the Early Grade Reading Assessment (EGRA) Free on the reading ability of first-grade elementary school students. The study employed a quantitative approach with a quasi-experimental method using a Non-Equivalent Pretest–Posttest Control Group Design. The sample consisted of 33 students selected through purposive sampling and divided into an experimental group and a control group. The research instrument was a 20-item reading ability test administered as a pretest and posttest. The normality test results indicated that all data were normally distributed, with significance values of 0.347 and 0.524 for the pretest and posttest of the control group, respectively, and 0.174 and 0.389 for the experimental group, respectively (>0.05). The homogeneity test using Levene’s test yielded a significance value of 0.371 (>0.05), indicating that the data were homogeneous. The N-Gain analysis showed that the improvement in reading ability in the experimental group was higher than that in the control group. Furthermore, the results of the independent samples t-test indicated a significant difference between the two groups. Therefore, it can be concluded that the use of EGRA Free had a positive effect on the reading ability of first-grade elementary school students.]]>
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