Establishing Early Literacy Through Structured Reading and Social Studies – Themed Interventions Among Grade 1 Learners

Abstract

This study examined the integration of Social Studies–themed activities in early literacy instruction among Grade 1 learners in District V, Malaybalay City Division, during the School Year 2025–2026. A descriptive–correlational research design was employed, utilizing a researcher-developed questionnaire and the Comprehensive Rapid Literacy Assessment (CRLA). The study focused on five instructional domains: Philippine community helpers, local history, basic geography, Filipino folktales, and Makabansa-themed activities. Data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s r.
Findings revealed that teachers implemented Social Studies–themed literacy activities to a very high extent, while learners generally demonstrated proficient reading levels based on CRLA results. However, the overall correlation between instructional practices and literacy achievement was not statistically significant. This suggests that while contextualized and culturally relevant instruction may support learner engagement, it does not independently predict reading performance.
Selected instructional approaches, particularly those incorporating visual and contextual supports, showed weak but significant relationships with literacy outcomes, indicating that certain strategies may contribute modestly to reading development. The findings further imply that early literacy achievement is influenced by multiple factors beyond classroom instruction, including learner readiness and home support.
The study highlights the importance of integrating culturally relevant materials with explicit, evidence-based literacy instruction. It also underscores the need for a more comprehensive approach that considers both instructional and contextual factors in improving early literacy outcomes.