<![CDATA[Early reading ability in children aged 5–6 years is shaped by literacy experiences at home, while the use of screen-based devices has become increasingly common in children's daily lives. Screen use for educational content is not necessarily equivalent to screen use in general, so its relationship with early reading ability needs to be tested empirically. This study aimed to determine the relationship between educational content-based screen time and early reading ability among children aged 5–6 years at RA Al-Makmur Sarangan, including the direction and strength of the relationship. The study employed a quantitative approach with a correlational design. The sample consisted of 31 children and their parents or caregivers, selected through purposive sampling. Educational content-based screen time was measured using a 17-item online questionnaire completed by parents or caregivers, while early reading ability was measured directly in children through 12 reading tasks. The data were analyzed using SPSS through descriptive statistics, normality and linearity tests, Pearson product-moment correlation, and the coefficient of determination. The results showed a significant positive relationship of moderate strength (r = 0.544; p = 0.002). The coefficient of determination of 29.6% indicated that educational content-based screen time was associated with part of the variation in early reading ability, while the remaining 70.4% was associated with other factors. These findings describe a statistical relationship rather than a causal one and cannot be widely generalized.]]>
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