Reading Skills and Classroom Incentives as Predictors of Optimum Literacy in Elementary Education

Abstract

Literacy remains a fundamental component of quality education and serves as a critical foundation for learners’ academic success and lifelong learning. This study examined the extent to which reading skills and classroom incentives contribute to achieving optimum literacy in elementary education. Specifically, the study assessed the implementation of essential reading skills in terms of phonemic awareness, alphabetic principle, reading fluency, vocabulary, and comprehension, as well as classroom incentives focusing on compliments, class goals, use of holidays, and reward systems. A descriptive-comparative research design was employed involving school administrators and teachers from public elementary schools in the Division of Zamboanga del Sur, Philippines. Data were gathered using a researcher-developed questionnaire and analyzed through weighted mean, t-test, z-test, and Pearson correlation. Findings revealed that both essential reading skills and classroom incentives were highly implemented across participating schools. Results further indicated no significant differences between the perceptions of school administrators and teachers regarding the implementation of reading skills and classroom incentives. Moreover, a significant positive relationship was found between reading skills and classroom incentives, suggesting that motivational classroom practices enhance literacy-related instructional outcomes. The study highlights the importance of integrating evidence-based reading instruction with supportive classroom incentive systems to strengthen learner engagement and literacy development. These findings support Sustainable Development Goal 4 by promoting inclusive, equitable, and quality education through effective literacy interventions and learner-centered educational practices.