Abstract
This study investigates the reading behavior of Grade 1 learners in the Minabalac District, Camarines Sur, aiming to inform the development of targeted reading programs and materials. The participant demographic included 58.62% six-year-olds and 39.66% seven-year-olds, with a higher number of female learners. Parental education levels varied, with most parents having completed secondary education. Prior to the intervention, the reading profiles indicated that 56.90% of students were slow readers, with minimal numbers classified as moderate or fast readers across various categories. Following the introduction of localized reading materials designed for these learners, expert evaluations confirmed the materials were appropriate, user-friendly, and effectively facilitated learning. After a month and a half of utilizing these resources, a notable improvement in reading abilities was observed; many students progressed from slow to moderate or fast readers. The findings suggest that tailored reading interventions can significantly enhance early literacy skills among Grade 1 students, underscoring the necessity for dedicated reading programs in similar educational contexts.
