Evaluating the Language and Literacy Competencies of Grade One Pupils: Implications for Curriculum Development Analyn Fuentes1, Kaitlin Marie Opingo2, and Veronica Calasang3

This study assessed the language and literacy skills of Grade One learners. It employed a descriptive–correlational design in a natural school setting and utilized purposive sampling for two Grade One teacher- respondents who evaluated 100 Grade One learners as the full cohort. The instrument adapted the DepEd ECCD-aligned teacher questionnaire for receptive and expressive language, alongside a Comprehensive Rapid Literacy Assessment for letter sounds, rhyming words, and letter names. Data were treated using frequency counts, simple percentage, weighted mean, standard deviation, and Pearson product–moment correlation. Results indicated that receptive language generally outpaced expressive language; letter-name knowledge emerged as a comparative strength; letter–sound correspondence remained consolidating; and rhyming was the most fragile phonological skill. Language skills aligned positively with literacy performance. It was concluded that language-rich instruction, paired with systematic phonological awareness and explicit phonics, best supported early reading competence. The study recommended school- wide adoption of a Literacy Skills Enhancement Plan featuring daily oral-language routines, a rhyme-first PA sequence, short cumulative phonics with decodables, small- group differentiation, quarterly screen–teach–recheck monitoring, and structured home–school supports.