Language Skills: Impacting the Oral Reading Proficiency of Grade One Pupils

Abstract

This study investigated the relationship between language skills specifically receptive and expressive language and the oral reading ability of Grade 1 learners. Employing a quantitative correlational research design, the study aimed to determine the extent to which language proficiency influences oral reading fluency and comprehension in the context of mother-tongue-based multilingual education using Sinugbuanong Binisaya. Data were collected from 30 Grade 1 learners, along with inputs from their teachers and parents, through a Language Skills Assessment Tool measuring receptive and expressive language competencies and an oral reading test assessing fluency, accuracy, and comprehension. Statistical analysis using the Pearson Product-Moment Correlation Coefficient (r) revealed a positive but non-significant correlation between receptive language and oral reading ability and between expressive language and oral reading ability. These results suggest that while language skills contribute to reading development, they alone do not fully explain variations in learners’ oral reading performance. The study concludes that integrating language-rich instruction with structured reading activities, including phonics-based practice, storytelling, and guided oral reading, can enhance learners’ literacy outcomes.