READING AND LITERACY PERFORMANCE OF GRADE 1 LEARNERS AT CATEEL CENTRAL ELEMENTARY SCHOOL, DIVISION OF DAVAO ORIENTAL: A DESCRIPTIVE QUANTITATIVE APPROACH AS BASIS FOR A READING ENHANCEMENT PROGRAM

Educational Management

Reading literacy remains a significant concern in basic education, particularly among beginning readers who are expected to develop foundational skills necessary for lifelong learning. This study assessed the reading and literacy performance of Grade 1 learners at Cateel Central Elementary School, Division of Davao Oriental, as a basis for developing a Reading Enhancement Program. Specifically, the study examined learners’ performance in Letter Sounds Mastery, Syllable Blending, Word Formation and Reading, Rhymes and Word Patterns, and Reading Fluency. A descriptive quantitative research design was employed. The respondents consisted of twenty-eight Grade 1 learners selected through total enumeration. Data were obtained from the End-of-School-Year Comprehensive Rapid Literacy Assessment (CRLA) and analyzed using frequency counts, percentages, means, and descriptive interpretation. Findings revealed that the learners demonstrated a developing level of reading and foundational literacy performance. Learners obtained a mean score of 7.50 out of 10 in Letter Sounds Mastery and 7.22 out of 10 in Word Formation and Reading. Most learners (57.14%) were classified as Light Refresher in Syllable Blending, indicating emerging decoding abilities. Rhymes and Word Patterns emerged as the least mastered skill with a mean score of 2.80 out of 10 among identified struggling readers. In Reading Fluency, learners achieved an average reading rate of 51.03 words per minute, with an average reading accuracy score of 84.08% and comprehension score of 66.08%. Furthermore, the majority of learners were classified as Transitioning Readers, while a smaller number remained Low Emerging Readers. The findings suggest that although learners have developed basic reading skills, significant support is still required in decoding, fluency, rhyming awareness, and comprehension. Based on these results, a structured Reading Enhancement Program is proposed to provide remediation, reinforcement, and enrichment activities tailored to learners’ varying reading needs. The study highlights the importance of assessment-driven literacy interventions in strengthening foundational reading competencies among early-grade learners.

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