Word Calendar Strategy and Reading Skills of Grade 1 Learners

ABSTRACT This study investigated the effects of the Word Calendar Strategy on the reading skills of Grade 1 learners at Tinawagan Elementary School, Garchitorena District, Division of Camarines Sur, during the school year 2024–2025. The research aimed to determine the initial status of learners’ reading skills, design and validate the Word Calendar Strategy, assess its impact on learners’ performance, and establish its overall effectiveness. Employing a descriptive-comparative method, data were collected from 22 Grade 1 learners using a teacher-made test, while curricular validity was evaluated through a checklist completed by expert validators. Statistical tools such as mean, standard deviation, proficiency level, weighted mean, t-test, and Cohen’s d were applied to analyze the results. Findings revealed that learners’ initial reading skills were below expectations, with low mean scores and proficiency levels. The Word Calendar Strategy was designed to provide structured literacy development through vocabulary exposure, interactive exercises, and continuous assessment. Validation results confirmed its high curricular validity. After implementation, learners demonstrated substantial improvement, achieving very satisfactory proficiency levels. Statistical analysis showed significant differences in reading performance before and after the intervention, with large effect sizes across all domains, indicating the strong effectiveness of the strategy. The study underscores the importance of innovative, structured approaches in early literacy instruction. The Word Calendar Strategy proved to be a highly effective tool in enhancing comprehension, fluency, and retention among young learners. These findings contribute to the growing body of knowledge in reading pedagogy and highlight the potential of contextualized strategies to address literacy challenges in primary education.