Abstract
This study aimed to determine the level of reading skills of 136 Grade 1 learners in a small division in Central Philippines for School Year 2022-2023. Using a descriptive research design, the study assessed learners’ performance in four reading domains—letter names, letter sounds, syllabication, and word formation—and examined differences according to sex, parents’ educational attainment, family income, and number of siblings. A validated reading assessment instrument was administered individually, and data were analyzed using descriptive and inferential statistics. Results revealed that learners performed below expected levels across all domains, with word formation showing the most severe deficits. Parents’ educational attainment emerged as the only statistically significant factor, with learners from higher-educated households consistently outperforming their counterparts. No significant differences were found for sex, family income, or number of siblings. Based on these findings, a comprehensive reading intervention plan emphasizing systematic phonics instruction, multisensory approaches, and family literacy programs was developed.
Keywords: Reading skills, grade 1 learners, intervention plan, early literacy, parents’ educational attainment