Intervention Strategies for Developing Early Reading and Numeracy Skills Among Kindergarten Pupils in Ambaguio District
DOI:
https://doi.org/10.65339/ijsis.V1.I3.167Keywords:
Early Literacy, Early Numeracy, Intervention Strategies, Kindergarten Education, Reading Skills, Teacher PracticesAbstract
Developing foundational reading and numeracy skills during kindergarten is essential to children's readiness for subsequent learning. This study examined intervention strategies used to develop early reading and numeracy skills among kindergarten pupils, focusing on their extent of implementation, perceived effectiveness, and implementation challenges. A descriptive quantitative design was employed, with kindergarten teachers in Ambaguio District, Nueva Vizcaya, as respondents. A researcher-developed questionnaire covered early reading strategies, early numeracy strategies, perceived effectiveness, and implementation challenges. Data were analyzed using frequency, percentage, mean, and standard deviation. Findings showed that early reading (M = 3.48, SD = 0.43) and numeracy strategies (M = 3.43, SD = 0.45) were highly implemented. Reading (M = 3.51, SD = 0.41) and numeracy strategies (M = 3.46, SD = 0.43) were also perceived as highly effective. Storytelling and shared reading, vocabulary development, counting and number recognition, and manipulatives emerged as prominent practices. Implementation challenges (M = 3.05, SD = 0.55) included insufficient instructional materials, differences in pupils' readiness, limited instructional time, and difficulty providing individualized support. The findings emphasize the value of varied, interactive, developmentally appropriate, and differentiated approaches to foundational learning. The study supports Sustainable Development Goal 4 and contributes to educational sustainability by identifying instructional practices and support needs relevant to kindergarten education.
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