Assessing Language and Literacy Achievement of Grade One Students: Foundations for Strategic Educational Planning

Abstract

This study assessed the language and literacy achievement of learners. The objectives were to determine the level of learners’ receptive and expressive language skills, measure their literacy skills in terms of letter sounds, rhyming words, and letter names, and test the relationship between language and literacy skills as the basis for a Literacy Skills Enhancement Plan. A descriptive-correlational research design was employed to provide a comprehensive description of learners’ competencies and to establish the statistical relationship between the two domains. The respondents included 85 Grade One pupils selected through purposive sampling, while their teachers served as evaluators of the learners’ performance. The Early Childhood Care and Development (ECCD) Checklist, adapted from the Department of Education, was used as the main instrument. Findings revealed that learners had moderate proficiency in expressive and receptive language, with notable gaps in phonological awareness and letter-sound recognition. Results further confirmed a significant relationship between oral language and literacy achievement. The study concluded that oral language proficiency served as a strong predictor of literacy development. It was recommended that the proposed Literacy Skills Enhancement Plan be implemented to strengthen foundational literacy through integrated classroom instruction and home-based support.