Author

Ana Marie M. Dedicatoria*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study examined how working memory relates to reading proficiency among kindergarten learners in the District of Cordova, Division of Cebu Province, for the 2025–2026 school year. It focused on the connection between different parts of working memory, such as verbal, visual, and sequential, and key reading skills like letter recognition, word recognition, and reading comprehension. The study also considered learners’ age, gender, parents’ or guardians’ occupations, and how often they are exposed to reading at home. The researchers developed an intervention plan based on the findings to support early literacy among young learners. The study used a quantitative-correlational design and involved kindergarten students from a public elementary school in the Cordova District, Division of Cebu Province. Data were gathered through questionnaires adapted from the Early Childhood Care Development Checklist and reading proficiency assessment tools. Most of the respondents were six years old, with an equal number of boys and girls. Many were exposed to reading activities at home only sometimes. Learners generally had strong working memory and showed reading proficiency. Working memory and reading proficiency were strongly and positively related. The study found that working memory is strongly and positively linked to reading proficiency among kindergarten learners, as shown by a significant correlation (r = 0.769, p = 0.000). Learners with higher working memory performed better in reading tasks, especially in letter recognition, word recognition, and reading comprehension. The study recommends implementing the proposed intervention plan to further improve working memory and reading proficiency, with a focus on word recognition and reading comprehension.

Keywords:  Cordova District; early childhood; early literacy, kindergarten learner; reading proficiency; quantitative correlational.

*Corresponding author / Email: anamariededicatoria7@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041661

Recommended citation:
Dedicatoria, A. M. M. (2026). Assessing the relationship between working memory and reading proficiency among kindergarten learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1332-1350. http://doi.org/10.69651/PIJHSS05041661

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