Cognitive ability and reading performance of Grade 1 learners in Sagbayan District

This study investigated the interplay between cognitive abilities, learning environments, and reading performance among Grade 1 learners in Sagbayan District during the 2024–2025 school year. Utilizing self-report questionnaires and reading assessments, data were collected from students to evaluate cognitive challenges such as language processing, working memory, executive functioning, and attention, along with classroom dynamics and literacy proficiency. Results revealed generally low cognitive ability, with notable struggles in attention and executive functioning. The learning environment was perceived as highly conducive, though variability indicated disparities in classroom engagement and school climate satisfaction. Reading performance reflected a distribution of learners across independent, instructional, frustration, and non-reader levels, demonstrating critical gaps in foundational literacy despite many reaching basic instructional competency. Statistical analysis found no significant relationships between cognitive ability and reading performance, cognitive ability and learning environment, or learning environment and reading performance. These findings suggest that neither cognitive challenges nor classroom conditions alone directly predict reading outcomes, highlighting the complexity of early literacy development. The study emphasized the need for holistic, evidence-based interventions addressing both individual cognitive needs and systemic educational support. Recommendations include targeted reading programs for struggling learners, teacher training in differentiated instruction, and community partnerships to reinforce home-school literacy connections. By integrating cognitive strategies with enriched learning environments, educators can better align with constitutional mandates for equitable, quality education while fostering foundational skills essential for lifelong academic success.