Author
Estela M. Ramos*
Northeastern College, Santiago City, Isabela, Philippines
Abstract
Reading proficiency in early childhood is a critical foundation for lifelong learning and academic success, particularly among Grade 1 pupils in public elementary schools. However, despite its importance, many learners continue to demonstrate gaps in essential reading skills, highlighting the need for context-specific assessment and intervention. This study aimed to determine the reading proficiency level of Grade 1 pupils in Roxas Districts, Isabela, and identify the factors influencing their reading development as a basis for an intervention program. Using a descriptive-normative design, data were gathered from 31 teachers and analyzed through frequency, percentage, and weighted mean. Findings revealed that pupils were very proficient in phonemic awareness but only proficient in phonics, vocabulary, fluency, and comprehension. Instructional practices had a very strong effect, while other factors showed strong influence. The study recommends the implementation of structured, evidence-based reading interventions to strengthen early literacy outcomes.
Keywords: Reading proficiency, phonemic awareness, instructional practices, parental involvement, intervention program.
*Corresponding author/ Email: estela.ramos004@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502966
Recommended citation:
Ramos, E. M. (2026). Reading proficiency of Grade 1 pupils in Roxas districts, Isabela: Basis for an intervention program. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1114-1122. http://doi.org/10.69651/PIJHSS0502966
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