World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.266-273
JOSELLE B. BENDEBEL
Teacher III
Pawican Elementary School, Cataingan, Masbate
Abstract
Reading is a fundamental skill that plays a crucial role in early academic success, particularly during the transition from Grade 1 to Grade 2. This study aimed to evaluate the reading skills development and readiness of Grade 1 pupils at Pawican Elementary School following the implementation of reading instruction. Specifically, it determined the level of reading proficiency before and after the intervention, examined whether a significant difference existed between the two assessments, and proposed an instructional supervision plan based on the findings.
A quantitative quasi-experimental design, specifically a one-group pretest–posttest approach, was employed. The study utilized existing data from twenty-six (26) Grade 1 pupils using the Modified Comprehensive Rapid Literacy Assessment (MCRLA), a standardized tool prescribed by the Department of Education. Descriptive statistics such as percentage, weighted mean, and mean percentage score were used to describe pupils’ reading levels, while a paired t-test was applied to determine significant differences between pretest and posttest performance.
Findings revealed that prior to the intervention, most pupils were at the developing stage, requiring moderate to light intervention in reading. After the implementation of phonics-based reading instruction, pupils demonstrated improvement, with many reaching grade-level expectations in terms of fluency and comprehension. However, statistical analysis indicated no significant difference between pretest and posttest scores, suggesting that the intervention may not have been sufficient in duration or intensity to yield statistically significant gains.
Based on the results, an instructional supervision plan was proposed, emphasizing diagnostic assessment, differentiated instruction, and continuous monitoring of learners’ progress. The study highlights the importance of sustained and well-structured reading interventions, teacher professional development, and access to appropriate learning resources to improve literacy outcomes among early-grade learners.
Keywords: reading skills, reading proficiency, phonics instruction, literacy development, Grade 1 pupils, reading readiness, instructional supervision, MCRLA
https://doi.org/10.65494/pinagpalapublishing.185
