This study aimed to develop an assessment model of early stage reading ability based on the Whole Language learning at the first grade elementary school students in DKI Jakarta province. The research was expected to give the teachers a guide in assessing the students� early stage reading ability based on the whole-language learning. In addition, through this model, it was expected that the first grade elementary school students could recognize letters, syllables, words, and sentences so that they can read a discourse fluently. The method used in the research was Borg and Gall�s research and development model. The data were collected through (1) questionnaire, (2) observation, (3) documentation, and Focus Group Discussion (FGD) started from January to August 2017. The findings of the study have indicated that: (1) the teachers need a tool to measure the students� initial reading ability as a basis for them to assess the students' early reading skills, (2) the media and the material experts validation showed that the initial reading ability assessment model was feasible and appropriate for measuring the students� early stage reading skills, and (3) the effectiveness test on the assessment model of initial reading ability has demonstrated differences in the pretest and post-test outcomes at early stage reading activities of the first grade elementary school students in Jakarta. Keywords: Assessment Model, Early Stage Reading Ability, and Whole Language.

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