Letters to Meaning Pathways for Confident Grade 1 Reading

Abstract

This study traced how foundational literacy skills progressed toward meaningful and confident reading among Grade 1 learners in Baggao, Cagayan. A multilevel explanatory pathway design was employed involving 24 Grade 1 teachers and 96 Grade 1 learners. Data were gathered through a teacher instructional pathway scale and a learner reading battery measuring letter-sound knowledge, word decoding, meaning construction, and reading confidence. Bayesian multilevel serial mediation analysis was used to estimate direct, indirect, and classroom-level effects. Results showed that learners performed better in letter-sound knowledge than in word decoding and meaning construction, indicating increasing difficulty as reading demands shifted from symbol recognition to comprehension. Letter-sound knowledge strongly predicted decoding, while decoding contributed substantially to meaning construction. Meaning construction, in turn, positively influenced reading confidence. The direct pathway from letter-sound knowledge to confidence was not supported, suggesting that familiarity with letters alone did not sufficiently strengthen learners’ confidence unless it resulted in successful word reading and understanding. Teacher instructional practices also contributed positively to decoding, meaning construction, and confidence. The serial mediation model confirmed that the progression from letter-sound knowledge through decoding and meaning-making provided a credible pathway toward confident reading. The findings underscore the need for Grade 1 instruction that deliberately connects alphabetic knowledge, decoding, comprehension, and confidence-building experiences. Targeted diagnostic support is recommended for learners who demonstrate foundational knowledge but experience difficulty converting these skills into meaningful reading.