First Language Competencies and Reading Readiness Among Kindergarten Learners in Boljoon District: Implications for Early Literacy Program Development

This study determined the relationship between First Language (Cebuano) Competencies and Reading Readiness among Kindergarten learners in the Boljoon District, Division of Cebu Province, during School Year 2026–2027, as basis for a Kindergarten Reading Readiness Program. It employed a quantitative descriptive-correlational research design and was conducted in 10 public elementary schools representing central, rural, coastal-adjacent, upland, and far-flung communities in the district. Universal sampling or complete enumeration was used, involving all 30 Kindergarten teachers as respondents. Data were gathered through a structured, researcher-adapted survey questionnaire guided by the MATATAG Kindergarten Curriculum and the Revised Philippine Early Childhood Development Checklist. Frequency, percentage, mean, standard deviation, Shapiro–Wilk test, and Spearman’s rank-order correlation were used in analyzing the data. Findings showed that oral expression and visual literacy were highly demonstrated, while auditory discrimination, emergent literacy, and fine motor readiness were demonstrated. Vocabulary and phonics were demonstrated, whereas phonemic awareness, fluency, and reading comprehension were partially demonstrated. Overall First Language Competencies were not significantly associated with overall Reading Readiness, although vocabulary showed a significant positive relationship. The study concluded that learners had established Cebuano language foundations but uneven reading readiness. It recommended the implementation of the proposed Kindergarten Reading Readiness Program to strengthen priority early literacy competencies