Identifying challenges and different contributing factors in Grade 1 reading and literacy competencies: A multifaceted approach

Abstract

Although early literacy is well-studied, context-specific evidence on which reading competencies challenge Grade 1 learners and how home and school factors influence these difficulties remains limited. This study addressed this gap by examining literacy competencies and contributing factors among Grade 1 learners in selected private elementary schools in Ilocos Norte. An explanatory sequential mixed-methods design was used, collecting quantitative data from 21 teachers via a needs assessment survey, followed by qualitative data from open-ended responses. Descriptive statistics and thematic analysis were used to analyze the data. Findings show learners master basic phonological awareness and print knowledge but struggle with decoding, phoneme blending, high-frequency word recognition, and comprehension of informational texts. A gap was observed between strong oral language skills and performance in structured reading tasks. Contributing factors include limited vocabulary, insufficient foundational skills, short attention span, minimal home reading exposure, low parental involvement, inadequate resources, and low engagement. The study highlights the need for explicit, systematic, and differentiated instruction, print-rich environments, and strengthened home–school partnerships to support the transition to fluent reading.

Keywords: Early Literacy, Reading Competencies, Phonological Awareness, Decoding Skills, Learner Factors