This article examines the identification and remediation of primary school students’ reading literacy problems using the Early Grade Reading Assessment (EGRA) program. The study focuses on diagnosing students’ letter-sound recognition, word reading accuracy and fluency, reading comprehension, oral retelling, and reading motivation. The paper highlights the diagnostic value of EGRA in determining learners’ strengths and weaknesses and in designing differentiated pedagogical interventions. It also proposes methodological recommendations for improving vocabulary, oral reading fluency, comprehension, and analytical thinking in the reading process. The findings support the view that EGRA can be used not only as an assessment tool but also as a practical basis for improving instructional quality and organizing targeted support for struggling readers.