ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— Reading and Literacy is one of the learning areas in Grade 1 under the Revised K to 10 Curriculum Program of the Department of Education. It focuses on teaching learners basic literacy in their first language, decoding high-frequency and essential content-specific words to develop language for learning, understanding how words are used in simple sentences to get and express meaning, and comprehending, responding to, and creating narrative and informational texts based on real-life experiences. As this is a newly introduced learning area in Grade 1, the teacher faces challenges in teaching the competencies, particularly to learners identified at the low emergent level, based on the results of the Comprehensive Rapid Literacy Assessment (CRLA) conducted at the beginning of the school year. Hence, this study aims to determine the effectiveness of guided reading strategies in improving the reading and literacy performance of Grade 1 learners. Employing a quasi-experimental research design with pretest and post-test measures revealed that the twenty-eight (28) Grade 1 learners performed reasonably in the pretest and very well in the post-test. Further, the study showed a significant difference in learners’ performance before and after implementing the guided reading strategy in teaching Reading and literacy. The study results indicate that the Guided Reading Strategy significantly positively impacted the Reading and literacy performance of Grade 1 learners. The notable improvement in test scores following the intervention suggests that structured, small-group reading sessions and targeted instructional support effectively enhanced their reading skills. These findings highlight the effectiveness of the Guided Reading Strategy as a valuable approach to strengthening early literacy development among young learners. Keywords — Effectiveness, Guided Reading Strategies, Reading and Literacy, Performance, Grade 61Learners