A Descriptive- Evaluative Study of Grade 1 Learners’ Reading Skills and Literacy Development at Cateel Central Elementary School, Division of Davao Oriental: Basis for Instructional Improvement

Educational Management

This study assessed the reading skills and literacy development of Grade 1 learners at Cateel Central Elementary School, Division of Davao Oriental, as basis for instructional improvement. Using a descriptive-evaluative quantitative design, the study covered 29 Grade 1 learners and measured letter recognition, letter-sound correspondence, word recognition, reading fluency, reading comprehension, vocabulary development, oral language skills, and comprehension of simple texts. The results showed very high performance in letter recognition (M = 9.93, SD = 0.26), letter-sound correspondence (M = 10.00, SD = 0.00), word recognition (M = 9.48, SD = 0.78), and reading fluency (M = 40.49 WPM, SD = 7.58), while reading comprehension and comprehension of simple texts were rated high (M = 3.48, SD = 0.87). Literacy development was also generally strong, especially in vocabulary development and oral language skills. However, the most common difficulties were found in reading comprehension, vocabulary, and fluency. These findings suggest that the learners have already developed a solid foundation in decoding-related skills, but they still need targeted support in meaning-making, vocabulary enrichment, and guided oral reading. Based on the results, an instructional improvement plan is proposed that focuses on guided reading, storytelling, WH-questions, picture sequencing, story mapping, retelling activities, repeated reading, choral reading, paired reading, flashcard drills, sight word activities, vocabulary games, and regular reading progress monitoring. The study concludes that early reading instruction should strengthen both word-level skills and comprehension to support full literacy development among young learners.

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