Authors :
Jade Hyacinth M. Pontemayor
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/bdfy62db
Scribd :
https://tinyurl.com/56bxpuaw
DOI :
https://doi.org/10.38124/ijisrt/26mar537
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
The early development of literacy is a key predictor of future academic success, and the role of Grade 1 teachers
in fostering a literacy-rich environment is critical in this process. This qualitative study explores the experiences of Grade
1 teachers in creating environments that support and enhance reading development. Through in-depth interviews with 20
teachers, the study identifies key strategies, challenges, and perceptions regarding the role of classroom settings, teaching
practices, and community involvement in promoting literacy. Findings reveal that a balanced approach involving the use
of diverse reading materials, personalized instruction, and active parent engagement significantly contributes to building a
literacy-rich environment. However, the study also highlights challenges, such as limited resources, large class sizes, and
the need for ongoing professional development. The implications of these findings suggest that fostering a literacy-rich
environment requires collaborative efforts from educators, families, and policymakers to create sustained support for
literacy development in early education.
References :
- Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
- Guthrie, J. T., & Humenick, N. M. (2004). The relationship between context and motivation in reading. Reading Research Quarterly, 39(3), 284-300.
- Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Lawrence Erlbaum Associates.
- Hiebert, E. H., & Kamil, M. L. (2005). Teaching reading in the early grades: A research-based guide. Pearson Education.
- Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
The early development of literacy is a key predictor of future academic success, and the role of Grade 1 teachers
in fostering a literacy-rich environment is critical in this process. This qualitative study explores the experiences of Grade
1 teachers in creating environments that support and enhance reading development. Through in-depth interviews with 20
teachers, the study identifies key strategies, challenges, and perceptions regarding the role of classroom settings, teaching
practices, and community involvement in promoting literacy. Findings reveal that a balanced approach involving the use
of diverse reading materials, personalized instruction, and active parent engagement significantly contributes to building a
literacy-rich environment. However, the study also highlights challenges, such as limited resources, large class sizes, and
the need for ongoing professional development. The implications of these findings suggest that fostering a literacy-rich
environment requires collaborative efforts from educators, families, and policymakers to create sustained support for
literacy development in early education.
