ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study aimed to determine the extent of utilization of pedagogical strategies in literacy among kindergarten teachers, specifically focusing on storytelling, reading aloud, shared reading, guided reading, and independent reading. It also examined the significant differences and relationships between the extent of utilization and the profile variables of the teachers. A descriptive method under an ex post facto one-shot case study research design was employed, as it was the most appropriate for evaluating the strategies’ extent of use and their association with teacher profiles. The participants of the study were 37 kindergarten teachers from Rosales District I and Rosales District II in the Pangasinan II Division. Data were collected using a researchermade questionnaire and focus group discussions. The findings revealed that most respondents were millennials with bachelor’s degrees and had limited access to literacy-related training at international, national, and regional levels. Shared reading, guided reading, and independent reading were often utilized and considered “very extensive.” No significant difference or relationship was found between the teachers’ profile variables and their extent of strategy utilization, thereby supporting the null hypothesis. The study concludes that while kindergarten teachers employed different literacy strategies, these methods collectively support and enrich literacy development among pupils. Keywords: pedagogical strategies, literacy, kindergarten teachers, storytelling, reading aloud, shared reading, guided reading, independent reading