Fostering languages and literacydevelopment among learners: Basis for adaptive instructional reading framework

The objective of the study was to examine the language and literacy development among learners as a basis for Adaptive Instructional Reading Framework. It explored learner and teacher profiles, specifically in Grade 1 as the start of the foundational skills of early childhood learners, the extent to which literacy is fostered across essential instructional domains, the challenges affecting literacy development and the significant relationship and differences among these variables. A descriptive-correlational research design was employed, using the survey questionnaires and statistical analysis was utilized to gain a comprehensive picture of early literacy instruction within the context of San Agustin District. Results showed that most learners were within the appropriate age for Grade 1 and align with the DepEd K to 12 Program age setting and most of the learners had prior exposure to preschool education, suggesting readiness for formal reading instruction. However, a large portion of learners came from low socioeconomic backgrounds, found to have a significant factor influencing sustained literacy development. Teachers’ instructional practices were generally rated to as significant in terms of teaching methodologies, instructional materials, assessment, curriculum development and school environment. Despite these indicators, the school environment received comparatively lower rating, suggesting a systemic and contextual limitations that continue to affect the instructional delivery. Teaching experience emerged as the most influential factor, showed strong relationships with the strategic use of instructional materials and the establishment of a literacy-rich environments. In contrast, learner-related challenges demonstrated a significant negative relationship with literacy support, particularly in assessing and benefiting literacy instructional materials. Drawing from these findings, an Adaptive Instructional Reading Framework supported by the READ, BUILD and GROW (RBG) Booklet was developed. It was validated to assure quality of the booklet by the 5 Master Teachers of San Agustin District and had been demonstrated a high level of usefulness that can reinforce the teaching and learning process of literacy development. The framework emphasized differentiated instruction, strengthened teacher support and contextualized interventions that may address learner diversity and socioeconomic constraints.