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bibo:abstract "This research is motivated by the persistent reading difficulties experienced by some students despite their participation in the school's reading tutoring program. These difficulties include recognizing visually similar letters, blending letters into syllables, and reading words with complex phonetic structures such as double vowels (diphthongs) and double consonants (digraphs). This study aims to describe the early reading ability of first-grade students before and after the use of flashcards based on the bottom-up strategy. This study employed a quantitative approach with a descriptive quantitative research design. The subjects of the research were five first-grade students at SD Negeri Wonosari I who were currently enrolled in the reading tutoring program. Data collection techniques utilized tests and observations. The early reading ability test was administered in the form of a pretest and a posttest. Observation in this study was used as supporting data to assess the implementation of the bottom-up strategy stages. The results showed that the students' average score for early reading ability on the pretest was 47.2, while on the posttest it increased to 86.4, representing an average improvement of 39.2 points. The formative test results indicated that students' mastery during the learning process ranged from the \"developing\" to the \"highly developing\" categories. Furthermore, the observation results demonstrated that all stages of the bottom-up strategy starting from letter recognition, introduction to diphthongs and digraphs, blending syllables into words, up to combining words into sentences were executed in accordance with the lesson plan. Thus, descriptively, there was a positive change in the students' early reading ability after participating in the activities using flashcards based on the bottom-up strategy within the reading tutoring program."^^xsd:string;
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