Language Proficiency and Foundational Literacy of Grade One Learners: Basis for A Literacy Skills Enhancement Plan

Abstract

This study aimed to assess the language and literacy skills of learners. Specifically, it sought to determine the learners’ levels of receptive and expressive language, evaluate their performance in foundational literacy domains such as letter sounds, rhyming words, and letter names, and examine the relationship between language and literacy skills. The study employed a descriptive-correlational research design. Data were gathered using a teacher-administered survey questionnaire adapted from the Department of Education’s Early Childhood Care and Development (ECCD) Checklist and the Comprehensive Rapid Literacy Assessment (CRLA). The statistical tools utilized included weighted mean, standard deviation, frequency count, simple percentage, and Pearson Product-Moment Correlation Coefficient. Findings showed that the learners generally possessed proficient receptive and expressive language skills and strong foundational literacy abilities, although noticeable difficulties remained in phonological awareness, particularly rhyming. The analysis further indicated that language and literacy skills developed independently among the respondents. The study concluded that targeted, structured, and classroom-ready intervention was necessary to strengthen identified gaps. It was recommended that the Literacy Skills Enhancement Plan be fully implemented to reinforce early literacy foundations and support teachers in delivering evidence-based instruction.