Learners' Proficiency in Reading

Abstract: The present study conducted during the School Year 2024-2025 in a medium-sized division of Central Visayas aimed to assess Grade 1 learners' reading proficiency using the Early Grade Reading Assessment (EGRA). Employing a descriptive research design, the study focused on learners from District 7 during the School Year 2022-2023, validating the instrument according to Carter V. Good and Douglas E. Scates' criteria. Analytical methods included descriptive statistics, comparative analysis, and Mann-Whitney U tests. Results indicated age significantly influenced reading proficiency, with older learners generally performing better in foundational areas like letter name knowledge but struggling with initial sound identification. Female learners outperformed males in familiar word reading and dictation, while males excelled in invented word reading and dictation. Family size impacted proficiency, with fewer siblings correlating with better dictation skills and larger families posing challenges in listening comprehension. Despite demographic influences, targeted instruction focusing on letter name knowledge, phonological awareness, and listening comprehension is crucial for overall reading success, suggesting tailored reading programs to address individual and group needs effectively. Keywords: Reading Proficiency, Early Grade Reading Assessment (EGRA), Foundational Literacy Skills, Demographic Factors, Targeted Instruction.