Andi Halimah, Hamsiah Djafar, Dahlia Patiung, Muhammad Akhir, Abd. Rahim
Early reading competence serves as a critical foundation for literacy development in the early years of schooling. This study explores the effectiveness of the ESKAMI approach—an instructional model encompassing spelling, syllables, words, sentences, and singing—in fostering initial reading proficiency among first-grade learners in Gowa Regency, Indonesia. The ESKAMI framework incorporates phonological and multisensory strategies that synergize cognitive, emotional, and musical dimensions to reinforce literacy acquisition. Employing a one-group pretest/posttest design, the intervention was implemented across six learning sessions involving 21 participants. Assessment procedures were adapted from the Early Grade Reading Assessment (EGRA), focusing on five key domains: phonological awareness, letter recognition, letter–sound correspondence, word reading, and oral reading fluency. Data analysis included normality testing, paired-samples t-tests, and effect size estimation using Cohen's d. Findings revealed a marked improvement in students' reading performance, with the mean score increasing from 79.76 (SD = 7.98) to 95.62 (SD = 4.50), t(20) = 13.59, p < 0.001, mean difference = 15.86, 95% CI [13.43, 18.29], and a large effect size (Cohen's d = 2.97). These outcomes confirm the efficacy of the ESKAMI method in strengthening early literacy through sound-based and rhythm-integrated learning activities. Although constrained by a limited sample size and the absence of a control group, this study contributes valuable empirical insights into the implementation of the ESKAMI model as a promising phonological–affective literacy framework for early primary education in Indonesia. © 2026 ACADEMY PUBLICATION.
State Islamic University (UIN) Alauddin Makassar, Makassar, Indonesia; Muhammadiyah University of Makassar (UNISMUH), Makassar, Indonesia; State University of Makassar (UNM), Makassar, Indonesia
