Foundational Reading Instruction and Early Literacy Support Practices of Key Stage 1 Teachers in Bayombong, Nueva Vizcaya
DOI:
https://doi.org/10.65339/ijsis.V1.I3.147Keywords:
Early Literacy Support, Evidence-Based Reading Support Framework, Foundational Reading Instruction, Instructional Strengths, Key Stage 1 Teachers, Reading Fluency, SDG 4—Quality Education, Support GapsAbstract
This study examined foundational reading instruction and early literacy support practices among Key Stage 1 teachers in Bayombong, Nueva Vizcaya, focusing on instructional strengths, support gaps, predictive relationships, and priority areas for improvement. Anchored in the Simple View of Reading, Active View of Reading, and Orthographic Mapping Theory, the study employed a predictive-priority instructional mapping design. Using simple random sampling, 84 Key Stage 1 teachers were selected, and data were collected through the researcher-made Foundational Reading Instruction and Early Literacy Support Practices Questionnaire. Weighted mean, standard deviation, instructional strength and support gap mapping, multiple regression, and relative weight analysis were used. Foundational reading instruction (M = 3.96) and early literacy support (M = 3.76) were implemented to a Great Extent. Letter knowledge and sound-symbol correspondence was the strongest instructional dimension, while reading fluency received the lowest rating. Classroom-based assessment was the strongest literacy-support practice, whereas parent and home literacy coordination ranked lowest. Foundational reading instruction significantly predicted early literacy support, R = 0.768, R² = 0.590, F = 21.34, p < 0.001, explaining 59.0% of its variation. Beginning reading comprehension was the strongest significant predictor, followed by decoding and word recognition, vocabulary and oral language, and reading fluency. The findings support an integrated Evidence-Based Reading Support Framework and recommend strengthening fluency, progress monitoring, differentiated support, and home-school literacy coordination while sustaining established instructional strengths. The study directly supports SDG 4—Quality Education by promoting stronger early learning foundations and responsive literacy instruction. Its sustainability impact lies in supporting educational, institutional, community, and socio-economic sustainability through evidence-based literacy improvement, professional development, systematic assessment, appropriate resources, and home-school coordination.
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