2026 IJRSE – Volume 15 Issue 8
Available Online: 11 April 2026
Author/s:
Mariano, Lorraine Cariño
Subagan Primary School, Philippines (lorraine.mariano@deped.gov.ph)
Abstract:
This study investigated the influence of storytelling and print-rich environments on the beginning reading skills of kindergarten pupils in the Baay-Licuan and Lagangilang Districts, Division of Abra. Using a quantitative, descriptive-correlational design, the research gathered data from 60 kindergarten teachers through a validated and reliable structured questionnaire. The instrument assessed five areas: pupils’ beginning reading skills, the effectiveness of print-rich environments, adequacy of reading materials, pupil participation in print-related activities, and problems faced by teachers. Findings revealed that pupils’ beginning reading skills were at a High level (𝑥̄ = 4.14), demonstrating strong recognition of letters and sounds, though comprehension and retelling skills required reinforcement. Print-rich environments were rated Very Effective (𝑥̄ = 4.29), with strategies such as word walls, reading corners, and classroom displays significantly enhancing literacy motivation and word recognition. However, the adequacy of reading materials was only assessed as Adequate (𝑥̄ = 3.91), reflecting gaps in supply, variety, and replacement. Pupil participation in print-rich activities was rated High (𝑥̄ = 4.08), indicating strong engagement, particularly in interactive reading corners and word games. Despite these positive outcomes, teachers reported Serious challenges (𝑥̄ = 4.26), particularly lack of budget, overcrowded classrooms, and limited parental support. The study concludes that while print-rich environments are highly effective in fostering early literacy, sustainability depends on addressing resource inadequacies and structural constraints. It recommends strengthening comprehension-focused strategies, improving material provision, enhancing community participation, and developing a localized Print-Rich Literacy Enhancement Manual to guide teachers in promoting sustainable literacy practices.
Keywords: beginning reading skills, kindergarten pupils, print-rich environment, storytelling, literacy development
DOI: https://doi.org/10.5861/ijrse.2026.26112
Cite this article:
Mariano, L. C. (2026). The effect of print-rich environment on the beginning reading skills of kindergarten in the selected districts of Abra Division. International Journal of Research Studies in Education, 15(8), 237-245. https://doi.org/10.5861/ijrse.2026.26112