Playful Literacy Pathways for Grade 1 Reading Engagement
DOI:
https://doi.org/10.5281/zenodo.22922452Keywords:
early literacy, Grade 1 learners, guided literacy, learner choice, , playful literacy, reading engagementAbstract
This study investigated how playful literacy pathways shaped Grade 1 reading engagement among teachers and learners in Baggao, Cagayan. Using a multilevel classroom-linked correlational design, data were gathered from 32 Grade 1 teachers and 96 Grade 1 learners selected through criterion-stratified and systematic random sampling procedures. Teacher practices were assessed across story-based play, guided literacy scaffolding, game-supported print exploration, peer literacy interaction, and learner choice, while learner engagement was measured through attention, participation, enjoyment, and task persistence. Descriptive statistics and two-level linear mixed-effects modeling were employed to account for learners nested within classrooms. Findings showed that story-based play was the most frequently reported practice, whereas learner choice was least practiced. Reading enjoyment emerged as the strongest aspect of engagement, while task persistence received the lowest mean. The unconditional model produced an intraclass correlation coefficient of .166, indicating meaningful classroom-level variation in reading engagement. Guided literacy scaffolding emerged as the strongest predictor of engagement (β = .31, p < .001), followed by learner choice, game-supported print exploration, and peer literacy interaction. Story-based play did not produce a significant unique effect when the other pathways were considered simultaneously. The model explained 39% of the variance through fixed effects and 47% when classroom-level differences were included. The findings underscore the value of purposeful teacher guidance, meaningful learner choice, and interactive literacy experiences in sustaining Grade 1 reading engagement.
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