ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the reading performance of Grade I learners, the reading strategies implemented by teachers, and the challenges affecting early literacy instruction in Cluster IV public elementary schools in the Philippines. Using a descriptive-correlational design, the study analyzed Comprehensive Rapid Literacy Assessment results for 545 Grade I learners and survey responses from 50 teachers. Findings showed that 44.40% of learners were reading at grade level, 21.65% were transitioning, and 31.74% remained in the emerging or developing levels, indicating persistent foundational literacy gaps. Teachers most consistently implemented phonics instruction, sight-word recognition, guided reading, shared reading, and literacy games, while listening centers and interactive/shared writing were less frequently used. Major learner-related constraints included limited vocabulary, weak letter-sound recognition, low readiness, short attention span, and low reading motivation. Home and environmental barriers were likewise pronounced, particularly weak parental involvement, limited reading support at home, and socioeconomic constraints. A positive association was found between teachers’ reading strategies and learners’ reading performance (r = .29), suggesting that stronger instructional practices are linked with better literacy outcomes. The study concludes that early literacy improvement requires explicit instruction, differentiated support, home-school collaboration, and resource-responsive interventions. A contextualized action plan is recommended to strengthen foundational reading achievement. Keywords: Grade I learners; early literacy; reading strategies; reading performance; contextualized intervention