Early Reading Comprehension Support and Literacy Readiness among Grade 1 Learners
DOI:
https://doi.org/10.5281/zenodo.21425774Keywords:
early reading comprehension, Grade 1 learners, literacy readiness, phonological awareness, quantile regression, responsive instructionAbstract
This study investigated how early reading comprehension support was associated with literacy readiness among Grade 1 learners at Cauayan South Central School. A learner-linked analytic cross-sectional design was employed, combining classroom observation records with an individually administered literacy readiness assessment. Proportionate stratified random sampling was used across Grade 1 sections. The research instruments measured comprehension modeling and questioning, vocabulary and oral language scaffolding, guided interaction with texts, responsive feedback, phonological awareness, letter-sound application, word recognition, listening comprehension, and short-text understanding. Descriptive statistics and bootstrapped quantile regression with 5,000 cluster-resampled replications were applied to analyze the data. Findings showed that early reading comprehension support was generally evident, with guided interaction with texts receiving the highest rating, while feedback and responsive assistance obtained the lowest. Learners demonstrated developing literacy readiness overall, although weaknesses were found in beginning word recognition, listening comprehension, story sequencing, and short-text understanding. Early reading comprehension support was positively associated with literacy readiness at the 25th, 50th, and 75th quantiles. The strongest association was observed among learners in the lower portion of the readiness distribution, indicating that children with less developed literacy skills benefited most from sustained and responsive reading support. The findings emphasized the need for differentiated instruction, regular progress monitoring, explicit vocabulary teaching, oral language activities, guided comprehension practice, and timely corrective feedback. Schools should provide structured intervention periods and suitable reading materials to strengthen the literacy foundations of learners requiring additional assistance.
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