International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2026 Volume 14 Issue 3
Available Online: 5 May 2026
Author/s:
Tividad, Larlyn J.*
Divine Word College of San Jose, Philippines (larlyntividad@gmail.com)
Rayton, Maria Pura C.
Divine Word College of San Jose, Philippines (maria.pura.crayton@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study aimed to determine the foundational reading literacy factors affecting the reading proficiency of Grades 1 to 6 Indigenous learners in Magsaysay, Occidental Mindoro. This study employed an exploratory sequential design. The first stage involved collecting qualitative data through interviews conducted with fifteen teachers from grades 1 to 6 at the IP Schools of Rizal and Calintaan. The second stage involved collecting quantitative data through survey questionnaires from seventy (70) grades 1 to 6 teachers of the twelve IP schools in Magsaysay, Occidental Mindoro. Qualitative analysis revealed four foundational reading literacy factors: language of instruction alignment, teachers’ preparation and practice, home/community literacy environment, and learners’ readiness. Quantitative analysis demonstrated that language of instruction alignment and teachers’ preparation and practice are extensively evident and consistently practiced by teachers, with Language of Instruction Alignment having the highest composite mean. This study also revealed that teachers’ preparation and language of instruction alignment both have a significant effect on reading fluency. At the same time, learners’ readiness shows a positive and significant relationship with reading comprehension. However, the home/community literacy environment and its effect on reading fluency were not significant. To address the areas needing improvement and support, the District Office and school principals may adopt a unified reading framework that integrates language alignment, teacher competence, community engagement, and learner readiness. The SAMA-SAMA SA PAGBASA may also be implemented as a district-based capacity-building initiative in Magsaysay District and may also be adopted by other districts as a model program to enhance the reading proficiency of IP learners.
Keywords: foundational reading literacy factors, reading proficiency, IP Learners, instructional alignment; literacy environment
DOI: https://doi.org/10.5861/ijrsm.2026.26511
Cite this article:
Tividad, L. J., Rayton, M. P. C., & Galay-Limos, J. A. (2026). Foundational reading literacy and proficiency of indigenous learners in Magsaysay, Occidental Mindoro. International Journal of Research Studies in Management, 14(3), 189-209. https://doi.org/10.5861/ijrsm.2026.26511
* Corresponding Author