Integrated Foundations for Early Literacy and Numeracy Growth
DOI:
https://doi.org/10.5281/zenodo.23015038Keywords:
differentiated instruction, early literacy, foundational learning, integrated instruction, Key Stage 1, numeracy growthAbstract
This study explored how integrated foundational instruction contributed to early literacy and numeracy growth among Key Stage 1 learners in Baggao, Cagayan. A prospective linked-source growth design was employed involving 32 early-grade teachers and 96 Key Stage 1 learners. Data were gathered through the Integrated Foundations Instruction Scale and a 30-item Foundational Literacy and Numeracy Measure administered across two measurement points. Descriptive statistics, standardized mean change, and seemingly unrelated regression with cluster-robust standard errors were used in the analysis. Findings showed that teachers demonstrated a high level of integrated foundational practice, with literacy-numeracy connection receiving the highest mean and formative learning adjustment obtaining the lowest. Learners improved in both domains, although literacy gains were greater than numeracy gains. Literacy-numeracy connection significantly predicted literacy growth, while language-supported mathematical reasoning emerged as the strongest predictor of numeracy growth. Differentiated foundational support also contributed significantly to both outcomes. In contrast, formative learning adjustment did not significantly predict either literacy or numeracy growth. The findings indicate that integrated instruction can strengthen foundational learning when literacy, language, and numerical reasoning are deliberately connected and differentiated according to learner needs. Strengthening assessment-based instructional adjustment is recommended to address persistent numeracy difficulties and improve responsiveness in early-grade classrooms.
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