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The aim of this research is to find the influence of phonic instruction with storytelling and non-story telling toward first-grade students learning to read and oral language development. The method of this research was a quasi-experiment with control group pretest-posttest design and purposive sample technique. The total sample were 60 students. The data were collected through the test. The result of research pointed out that phonic instruction with storytelling was better than non-storytelling toward first-grade students learning to oral language development. On the other hand, phonic instruction with storytelling was same as result with phonic instruction non-storytelling toward learning to read.