Beginning Literacy Instruction in Grade 1: Teaching Strategies and Early Learner Progress at La Salette of Ramon

Abstract

Beginning literacy instruction in Grade 1 plays a foundational role in shaping learners’ reading and writing development and their long-term academic trajectories. Effective early literacy teaching requires the strategic integration of phonological awareness, phonics, vocabulary, fluency, and comprehension within developmentally appropriate instructional practices. This study examined the teaching strategies employed in Grade 1 literacy instruction and their relationship to early learner progress at La Salette of Ramon. Using a convergent mixed-methods design, data were collected through classroom observations, early literacy assessments, and semi-structured teacher interviews. Quantitative findings indicated that explicit phonics instruction, guided reading, and multisensory activities were moderately to highly implemented and were significantly associated with learner gains in letter–sound knowledge, word recognition, and early reading fluency. Qualitative findings revealed that structured routines, teacher scaffolding, and individualized support facilitated early literacy development, while time constraints and learner readiness differences influenced instructional decisions. The study underscores the importance of systematic, explicit, and responsive literacy instruction in supporting beginning readers in Grade 1.