Reading Skills and School Readiness of Kindergarten Pupils at Cogon Elementary School
DOI:
https://doi.org/10.65339/wjsam.V1.I2.17Keywords:
Early Literacy, Kindergarten Pupils, Letter Recognition, Phonological Awareness, Reading Skills, School Readiness, Social-Emotional ReadinessAbstract
This study assessed the reading skills and school readiness of kindergarten pupils at Cogon Elementary School, Monreal, Masbate, and examined the relationship between these variables. Using a descriptive-quantitative, correlational design, the study included 34 kindergarten pupils through total enumeration during School Year 2024–2025. Researcher-developed reading assessments and teacher observation checklists measured foundational literacy and cognitive, language, social-emotional, and motor readiness. Data were analyzed using frequencies, percentages, weighted means, and Pearson correlation. Most pupils correctly recognized selected letters (97.06% for A, M, S, and E) and answered simple story-comprehension questions (88.24%–97.06%). However, performance was weaker in recognizing the sound associated with C (26.47%) and identifying the words book and school (35.29% each). School-readiness competencies were generally rated as often demonstrated, with comparatively lower performance in expressive communication, confidence, counting, and selected fine-motor activities. Reading skills and school readiness exhibited a very strong reported positive relationship (r = 0.9882, p < 0.001). These findings indicate that stronger literacy performance was associated with greater developmental readiness. Teachers should prioritize phonological awareness, vocabulary enrichment, integrated developmental activities, and home-school collaboration. The single-school sample, correlational design, and limited assessment domains restrict generalizability and causal interpretation. The study provides localized evidence to guide responsive kindergarten instruction, strengthen educational sustainability, and support Sustainable Development Goal 4 (Quality Education), particularly Target 4.2 on early childhood development and readiness for primary education.
References
Andari, I. A. M. Y., & Wiguna, I. B. A. A. (2022). The acquisition of English vocabulary by kindergarten students through children songs. Kumarottama: Jurnal Pendidikan Anak Usia Dini, 1(2), 84–97. https://doi.org/10.53977/kumarottama.v1i2.396 DOI: https://doi.org/10.53977/kumarottama.v1i2.396
Aydoner, S., & Bumin, G. (2025). The factors associated with school readiness: Sensory processing, motor, and visual perceptual skills, and executive functions in kindergarten children. Applied Neuropsychology: Child, 14(2), 154–162. https://doi.org/10.1080/21622965.2023.2275677 DOI: https://doi.org/10.1080/21622965.2023.2275677
Bdeir, M., Bahous, R., & Nabhani, M. (2022). Improving reading readiness in kindergarten children through early phonological awareness interventions. Education 3-13, 50(3), 348–360. https://doi.org/10.1080/03004279.2020.1851740 DOI: https://doi.org/10.1080/03004279.2020.1851740
Bloem, J. R., & Wydick, B. (2023). All I really need to know I learned in kindergarten? Evidence from the Philippines. Economic Development and Cultural Change, 71(2), 753–791. https://doi.org/10.1086/715502 DOI: https://doi.org/10.1086/715502
Cabell, S. Q., Kim, J. S., White, T. G., Gale, C. J., Edwards, A. A., Hwang, H., Petscher, Y., & Raines, R. M. (2025). Impact of a content-rich literacy curriculum on kindergarteners' vocabulary, listening comprehension, and content knowledge. Journal of Educational Psychology, 117(2), 153–175. https://doi.org/10.1037/edu0000916 DOI: https://doi.org/10.1037/edu0000916
Chin, A. R., Meridor, N. A., Sincero, J. B., Sombise, M. G. D., & Siat, G. O. (2024). The application of interactive games in enhancing kindergarten's level of letter recognition. Cognizance Journal of Multidisciplinary Studies, 4(12), 634–647. https://doi.org/10.47760/cognizance.2024.v04i12.058 DOI: https://doi.org/10.47760/cognizance.2024.v04i12.058
Cho, E., Son, M., Reiley, S., & Kim, E. H. (2025). Development and validation of kindergarten dynamic assessments of early reading and language. Language, Speech, and Hearing Services in Schools, 56(4), 922–937. https://doi.org/10.1044/2025_LSHSS-24-00078 DOI: https://doi.org/10.1044/2025_LSHSS-24-00078
Coyne, M. D., McCoach, D. B., Loftus-Rattan, S. M., Baker, D. L., & Ware, S. M. (2022). Long-term effects of kindergarten vocabulary instruction and intervention on target vocabulary knowledge through second grade. Topics in Language Disorders, 42(4), E9–E28. https://doi.org/10.1097/TLD.0000000000000296 DOI: https://doi.org/10.1097/TLD.0000000000000296
Debataraja, M. K., Heng, P. H., & Tiatri, S. (2023). The influence of phonics and games integrative learning on kindergarten children's reading readiness. International Journal of Application on Social Science and Humanities, 1(1), 763–772. https://doi.org/10.24912/ijassh.v1i1.25942 DOI: https://doi.org/10.24912/ijassh.v1i1.25942
Department of Education. (2023). General shaping paper. https://www.deped.gov.ph/wp-content/uploads/GENERAL-SHAPING-PAPER-2023.pdf
Diaz, L. E., Preclaro-Ongtengco, M. H. R., Beltran-Almazan, R. P., Alcazar, M. Y. C., & Defeo-Baquial, C. M. V. (2022). Oral language development in the Philippine kindergarten curriculum: Revisiting the competencies, identifying strengths and gaps and drafting recommendations. Asia Pacific Journal on Curriculum Studies, 5(1), 14–31. https://doi.org/10.53420/apjcs.2022.2 DOI: https://doi.org/10.53420/apjcs.2022.2
Duncan, R. J., Anderson, K. L., Finders, J. K., Purpura, D. J., & Schmitt, S. A. (2023). Factor structure of school readiness skills: Conceptual vs. statistical distinctions. Frontiers in Psychology, 14, Article 962651. https://doi.org/10.3389/fpsyg.2023.962651 DOI: https://doi.org/10.3389/fpsyg.2023.962651
Hayag, M. C., Collantes, L. M., & Pentang, J. (2025). Influence of social and emotional learning and language development on kindergarten teachers' performance. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 9(2), 653–665. https://doi.org/10.22437/jiituj.v9i2.42508 DOI: https://doi.org/10.22437/jiituj.v9i2.42508
Hervina, M., & Yudha, R. P. (2025). The effectiveness of local Banjar board media in enhancing letter recognition in children aged 5–6 years. Journal of Scientific Research, Education, and Technology, 4(4), 2108–2116. https://doi.org/10.58526/jsret.v4i4.919 DOI: https://doi.org/10.58526/jsret.v4i4.919
Jaquilmac, Z. P., & Fortich, J. R. (2025). Exploring the role of storytelling in promoting social-emotional development in kindergarten, Loon Districts, Bohol. ACADEME University of Bohol, Graduate School and Professional Studies, 27(1), 110–120. https://doi.org/10.15631/aubgsps.v27i1.330 DOI: https://doi.org/10.15631/aubgsps.v27i1.330
Józsa, K., Amukune, S., Zentai, G., & Barrett, K. C. (2022). School readiness test and intelligence in preschool as predictors of middle school success: Result of an eight-year longitudinal study. Journal of Intelligence, 10(3), Article 66. https://doi.org/10.3390/jintelligence10030066 DOI: https://doi.org/10.3390/jintelligence10030066
Karote Rajan, S., & Saadat, U. (2024). An experimental study on using rhymes to build English vocabulary among kindergarten pupils in Bousher, Oman. International Journal of Emerging Issues in Social Science, Arts and Humanities, 2(2), 91–104. https://doi.org/10.60072/ijeissah.2024.v2i02.009 DOI: https://doi.org/10.60072/ijeissah.2024.v2i02.009
Korat, O., Tourgeman, M., & Segal-Drori, O. (2022). E-book reading in kindergarten and story comprehension support. Reading and Writing, 35(1), 155–175. https://doi.org/10.1007/s11145-021-10175-0 DOI: https://doi.org/10.1007/s11145-021-10175-0
Lo, M.-T., & Xu, M. (2022). Impacts of the Let's Know! curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children. Journal of Educational Psychology, 114(6), 1205–1224. https://doi.org/10.1037/edu0000744 DOI: https://doi.org/10.1037/edu0000744
Logan, J. A. R., Piasta, S. B., Purtell, K. M., Nichols, R., & Schachter, R. E. (2024). Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement. Child Development, 95(2), 609–624. https://doi.org/10.1111/cdev.14019 DOI: https://doi.org/10.1111/cdev.14019
Marks, L. C., Hund, A. M., Finan, L. J., Kannass, K. N., & Hesson-McInnis, M. S. (2023). Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher–child closeness. Journal of Experimental Child Psychology, 227, Article 105585. https://doi.org/10.1016/j.jecp.2022.105585 DOI: https://doi.org/10.1016/j.jecp.2022.105585
McCartan, C. J., Roberts, J., & Jordan, J.-A. (2023). Centre-based early education interventions for improving school readiness: A systematic review. Campbell Systematic Reviews, 19(4), Article e1363. https://doi.org/10.1002/cl2.1363 DOI: https://doi.org/10.1002/cl2.1363
Paguyan, J. M. G., Casenillo, K. G. G., Balmori, R. C., & Armingol, K. J. B. (2025). The effectiveness of exergaming in improving locomotor skills in kindergarten learners. Asian Journal of Education and Social Studies, 51(9), 672–683. https://doi.org/10.9734/ajess/2025/v51i92406 DOI: https://doi.org/10.9734/ajess/2025/v51i92406
Pico, M. Y., Montaño, N. V., Tayaban, T. C., Delos Reyes, R. J. V., & Marcelo, P. I. (2023). Is day care important? Basis for cognitive development of kindergarten learners. International Journal of Advanced Multidisciplinary Studies, 3(10), 67–78. https://www.ijams-bbp.net/wp-content/uploads/2024/03/1-IJAMS-OCTOBER-2023-67-78.pdf
Putri, A. W. K., & Rustipa, K. (2023). Using songs to teach English vocabulary to young learners in kindergarten. Edunesia: Jurnal Ilmiah Pendidikan, 4(3), 1017–1030. https://doi.org/10.51276/edu.v4i3.485 DOI: https://doi.org/10.51276/edu.v4i3.485
Roberts, T. A., & Smolkowski, K. (2025). Positive effects of the Letterland curriculum on kindergarteners' word reading skills and engagement behaviors: A comparison of two programs. The Journal of Educational Research, 118(5), 486–499. https://doi.org/10.1080/00220671.2025.2496313 DOI: https://doi.org/10.1080/00220671.2025.2496313
Silinskas, G., Gedutiene, R., Torppa, M., & Raiziene, S. (2024). Simple view of reading across the transition from kindergarten to Grade 1 in a transparent orthography. Scientific Studies of Reading, 28(1), 60–78. https://doi.org/10.1080/10888438.2023.2220848 DOI: https://doi.org/10.1080/10888438.2023.2220848
Tolentino, M. G. D., Artajo, W. J. A., Hechanova, K. N. G., Lomotos, C. T. Z., & Sante, T. M. D. (2023). Developing a storybook for listening comprehension skills of kindergarten learners [Unpublished bachelor's thesis]. Central Philippine University. https://hdl.handle.net/20.500.12852/3423
United Nations Department of Economic and Social Affairs. (2025). The sustainable development goals report 2025. United Nations. https://unstats.un.org/sdgs/report/2025/
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Maria Gessa B. Rebadeo (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
