Abstract
The purpose of this study was to determine the reading skills level of Grade 1 learners utilizing EGRA as a basis for an intervention program at Banisil Central Elementary School, Tambler District, Division of General Santos City, for the school year 2020–2021. This study employed a descriptive survey design, a type of quantitative research. The respondents were 391 Grade 1 learners assessed across eight EGRA components. Frequency count and percentage were used to interpret the results. Out of the result of the study, it is concluded that learners were proficient in foundational skills such as letter name and sound knowledge, and phonemic awareness. However, most learners were still developing or beginning in reading fluency, comprehension, and listening skills. These findings highlighted the need for targeted instruction. As a result, an intervention program was proposed to address these specific areas and improve learners’ overall reading skills. The findings imply that early literacy instruction must be strategically focused on enhancing reading fluency, comprehension, and listening skills to ensure holistic reading development among Grade 1 learners.
