Abstract

This quantitative correlational study investigated the factors influencing reading readiness among Grade One pupils in central schools within the Guiuan Districts of Eastern Samar during the 2023-2024 school year. The research aimed to explore the relationships among nutritional status, family involvement, classroom environment, and reading readiness in three central elementary schools: Guiuan East, Guiuan South, and Guiuan North, involving a total of 90 pupils. Data were collected using a questionnaire divided into four parts: nutritional status, family involvement (adapted from Pinatil et al., 2022), classroom environment (adapted from Thompson, 2003), and reading readiness measured by the Comprehensive Rapid Literacy Assessment (CRLA) for Endof-School Year. Descriptive statistics and correlational analysis were utilized for data interpretation.Results indicated that the majority of Grade One pupils (87.8%) had a normal nutritional status, a high level of family involvement (mean of 4.52), and a favorable classroom environment (mean of 4.26). Furthermore, 92.2% of pupils met expectations for reading readiness based on the CRLA assessment. However, the study found no significant relationships among nutritional status, family involvement, classroom environment, and reading readiness.Recommendations include regular nutritional assessments, incorporating nutrition education into the curriculum, enhancing communication between teachers and parents, assessing school climate, implementing early literacy intervention programs, and conducting more extensive research on reading readiness determinants. These measures aim to improve pupils' foundational reading skills and overall educational experience