Language And Literacy Skills of Grade One Learners: An Evaluation for Improved Pedagogical Approaches

Abstract

This study assessed the language and literacy skills of Grade One learners and examined the relationship between these domains to inform a Literacy Skills Enhancement Plan. Data were analyzed using descriptive statistics and correlation analysis to address the research questions and probe associations among variables. Findings revealed that learners generally demonstrated stronger receptive than expressive language, uneven performance across early literacy components (with rhyming emerging as comparatively weaker), and a positive association between overall language proficiency and literacy outcomes. From these results, the study concluded that systematic attention to oral-language foundations alongside tightly sequenced phonological and alphabetic instruction was warranted to accelerate reading readiness. Accordingly, it recommended the formal, school-wide adoption of a Literacy Skills Enhancement Plan featuring protected oral-language blocks, explicit phonological/phonics routines, small-group differentiation aligned to current learner profiles, and a monitor-coach cycle to ensure fidelity and continuous improvement.