Reading Skills of Grade 1 Pupils: Challenges and Interventions for Early Literacy Development

Abstract

This study assessed the reading performance of 24 Grade 1 pupils at Pangaoan Integrated School, District I, Division of Pangasinan II, during the school year 2025–2026 using a quantitative-descriptive research design. It aimed to determine pupils’ reading performance in terms of word recognition, reading fluency, and reading comprehension; identify challenges based on assessment results; and propose a Reading Enhancement Program to strengthen early literacy. Data were obtained from Grade 1 teachers and pupils, while frequency, percentage, and weighted mean were used for statistical analysis. Findings revealed that in word recognition, 10 pupils were at the Beginning level, 9 at the Developing level, and 5 at the Approaching Proficiency level. In reading fluency, 10 pupils were at the Beginning level, 9 at the Developing level, 4 at the Approaching Proficiency level, and 1 at the Proficient level. For reading comprehension, 9 pupils were at the Beginning level, 10 at the Developing level, and 5 at the Approaching Proficiency level. The major challenges identified were weak phonemic awareness and decoding skills, limited reading automaticity, reduced comprehension ability, limited vocabulary exposure, and the need for structured and differentiated interventions. The study concluded that most pupils were at the Beginning level across the three reading components, indicating an emergent stage of literacy development. A Reading Enhancement Program was therefore proposed. The study recommends its implementation, strengthened teacher training, differentiated reading activities, regular assessments, appropriate supplementary materials, parental involvement in home reading practices, and follow-up assessments to evaluate program effectiveness. Future researchers are encouraged to conduct similar studies with broader populations to validate and expand the findings.