Daily reading practices and foundational literacy among Grade 1 pupils: A descriptive study in the Philippines

Abstract

Early literacy provides the foundation for learning, making reading opportunities important in Grade 1. This study examined daily reading practices and literacy levels of Grade 1 pupils in elementary schools in Quirino, Isabela, Philippines, during School Year 2025–2026. A descriptive-normative survey design was used with 27 Grade 1 teachers from 19 schools through total population sampling. Data were gathered through a questionnaire, supported by interviews and documentary analysis, and analyzed using frequencies, percentages, and weighted means. Daily reading practices were fully implemented (M = 4.69). Pupils demonstrated very high literacy in phonemic awareness (M = 4.36), letter-sound correspondence (M = 4.74), decoding and word recognition (M = 4.48), reading fluency (M = 4.38), vocabulary development (M = 4.42), and reading comprehension (M = 4.49). Teachers reported serious implementation challenges (M = 3.66), particularly limited reading spaces, learner attendance, training, and classroom distractions. It is recommended that schools strengthen reading resources and spaces while providing sustained professional development and home-school support to maintain daily reading practices.