Abstract
Literacy is a crucial determinant of academic success, and early reading proficiency significantly influences a child's future learning capabilities. This study evaluates the reading performance of Grade 1 learners at Behia Elementary School during S.Y. 2021-2022, identifying the causes of reading difficulties and proposing remedial measures. The research utilized a descriptive-survey design, incorporating data from 70 learners, 70 parents, and 3 teachers. The Comprehensive Rapid Literacy Assessment (CRLA) tool was employed to assess students’ reading abilities, categorizing them into different proficiency levels. Findings indicate that a significant proportion of learners struggle with reading, with 84% classified as full refreshers requiring major support. Factors contributing to reading difficulties include the unavailability of reading materials, insufficient parental support, and the impact of distance learning due to the COVID-19 pandemic. Statistical analysis using one-way ANOVA revealed no significant difference in the causes of reading difficulties as perceived by learners, parents, and teachers. However, Pearson’s r Correlation Coefficient indicated a lack of significant agreement between respondents' perceptions of reading difficulties and suggested interventions. The study recommends the establishment of a structured reading intervention program, enhanced teacher preparation, and increased parental involvement to address reading challenges. Providing adequate reading materials, fostering reading habits at home, and strengthening school-home collaboration are critical steps in improving literacy. Ultimately, this research underscores the necessity of early intervention to mitigate learning disparities and promote a culture of reading among young learners.
