ABSTRACT
This study examined the relationship between the utilization of emergent learning activities and the reading readiness of Key Stage 1 learners at Lintaon Elementary School, Baybay 5 District, Division of Baybay City. The participants included two (2) Key Stage 1 teachers and twenty-eight (28) learners enrolled during the conduct of the study. A survey questionnaire adapted from Marie Clay's (1991) Becoming Literate: The Construction of Inner Control was used to assess the extent to which teachers utilized emergent learning activities in the areas of oral language development, phonological awareness, print awareness, alphabet knowledge, and emergent writing. In addition, a researcher-made reading readiness assessment focusing on print concepts, letter recognition, phonemic awareness, vocabulary, and listening comprehension was administered to the learners. The findings revealed that emergent learning activities were utilized to a very high extent and that learners demonstrated a high level of reading readiness. Furthermore, the study established a very strong and statistically significant positive relationship between the two variables. The results suggest that consistent exposure to literacy-rich experiences enhances the development of essential pre-reading skills and strengthens learners' preparedness for formal reading instruction. Consequently, the study highlights the importance of sustaining and strengthening emergent literacy practices to support improved literacy outcomes among young learners.
Keywords: Utilizing, Emergent Learning Activities, Reading Readiness, Key Stage One Learners
INTRODUCTION
Reading readiness is one of the most important foundations of a child's academic success. During the kindergarten years, learners develop essential pre-reading skills that prepare them for formal reading instruction in the primary grades. These foundational skills include oral language development, vocabulary acquisition, phonological awareness, print awareness, letter recognition, listening comprehension, and emergent writing. When these skills are adequately developed, children are better prepared to engage in reading tasks and achieve literacy success.
The concept of emergent literacy suggests that reading and writing development begins long before children receive formal reading instruction. According to emergent literacy theory, young learners acquire literacy-related knowledge and skills through meaningful interactions with their environment, including conversations, storytelling, play, songs, rhymes, shared book reading, drawing, and other literacy-rich experiences. These experiences help children understand the functions of print and language, thereby preparing them for future reading achievement. Research indicates that emergent literacy is a developmental process that starts in early childhood and is influenced by environmental stimulation, social interaction, and literacy experiences provided at home and in school.
In kindergarten classrooms, emergent learning activities play a crucial role in developing reading readiness. Such activities provide opportunities for learners to engage actively in language-rich experiences that strengthen their literacy skills. Through storytelling, alphabet games, phonemic awareness exercises, shared reading, role-playing, singing, drawing, and other developmentally appropriate activities, children develop the foundational competencies necessary for reading. Studies have shown that structured emergent literacy interventions significantly improve children's early literacy skills and reduce the risk of future reading difficulties.
Recent research further highlights the effectiveness of play-based and multisensory learning activities in promoting reading readiness among kindergarten learners. Interactive and engaging activities have been found to enhance letter recognition, phonemic awareness, motivation to learn, and overall literacy development. Such approaches provide meaningful learning experiences that bridge early literacy skills to actual reading performance.
Moreover, shared book reading and oral language activities contribute significantly to emergent literacy development. These activities strengthen children's vocabulary, comprehension, narrative skills, and print awareness, which are all critical components of reading readiness. Teachers who intentionally integrate oral language and literacy strategies into classroom instruction create learning environments that foster early reading success.
Research also emphasizes the importance of literacy-rich environments and regular literacy activities in supporting children's emergent literacy skills. Exposure to print, language interactions, and literacy-focused experiences positively influences children's language development and literacy competence. Children who participate in meaningful literacy activities demonstrate stronger literacy interests, alphabet knowledge, and other skills associated with reading readiness.
Despite the recognized importance of emergent learning activities, variations in learners' reading readiness continue to be observed in many kindergarten classrooms. Some learners enter formal schooling with limited literacy experiences and insufficient pre-reading skills, making it necessary to examine the effectiveness of classroom activities designed to support literacy development. Understanding the relationship between emergent learning activities and reading readiness is therefore essential in identifying instructional practices that best support young learners' literacy growth.
Hence, this study seeks to determine the extent of implementation of emergent learning activities and their relationship with the reading readiness of key stage one learners. The findings of the study may provide valuable insights for teachers, school administrators, curriculum planners, and parents in strengthening early literacy programs and developing interventions that enhance reading readiness among young learners.
This study determines the relationship between the extent of emergent learning activities and reading readiness among key stage one learners in Lintaon Elementary School of Baybay 5 District, Baybay City Division. The findings of the study were basis for the proposed enhancement plan.
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