Meaning First Literacy Intervention for Comprehension Growth in Key Stage 1

Abstract

This study examined how a meaning-centered literacy intervention could strengthen comprehension growth among Key Stage 1 learners in Baggao, Cagayan. Using a staggered multiple-baseline quasi-experimental design, the study involved 48 learners and 12 Key Stage 1 teachers. The six-week Meaning First Literacy Intervention integrated meaningful text discussion, contextual vocabulary instruction, guided questioning, learner explanation, text-to-experience connections, and comprehension monitoring. Data were gathered through the Meaning First Literacy Comprehension Measure and the Meaning First Instructional Implementation Scale. Piecewise linear mixed-effects growth modeling, Hedges' g, and repeated-measures concordance analysis were used to determine changes in comprehension trajectories, intervention effects, and implementation consistency. Results showed minimal improvement during baseline periods but a significant acceleration in comprehension growth after intervention exposure. Large effect sizes were observed in meaning retrieval, vocabulary and semantic integration, and inferential meaning-making, with vocabulary and semantic integration producing the strongest gain. Teacher implementation was generally consistent, and stronger implementation was significantly associated with greater learner growth. However, inferential meaning-making remained the weakest comprehension domain, while comprehension monitoring showed the lowest implementation level. The findings indicate that meaning-centered literacy instruction can promote substantial comprehension development when foundational reading processes are linked with purposeful interpretation. Sustained support for inferential reasoning and comprehension monitoring is recommended to deepen early literacy outcomes.