Abstract

Building strong literacy foundations begins with making learning meaningful, engaging, and connected to children's everyday experiences. This study, titled “From Letters to Literacy: Enhancing Letter Recognition and Emergent Reading Readiness Through Localized Learning Materials Among Kindergarten Learners,” examines the potential of culturally relevant instructional resources to strengthen early literacy competencies at Ammoweg Elementary School, Asipulo District, Schools Division of Ifugao. Employing a quantitative, onegroup pretest–posttest design, the study focuses on letter recognition, letter–sound association, and emergent reading readiness. Localized alphabet cards, familiar illustrations, contextualized vocabulary, interactive games, and storytelling activities form the proposed instructional intervention. Constructed demonstration data involving 30 learners show an increase in overall mean performance from 11.60 to 23.40 out of 30 points, equivalent to a 39.33-percentage-point improvement. These figures illustrate the intended analysis and do not represent actual findings. The study emphasizes the potential of localized learning materials to create relatable, inclusive, and learnercentered literacy experiences. It further proposes a Localized Early Literacy Enhancement Program to support kindergarten instruction. Actual classroom assessment and statistical validation are necessary to establish intervention effectiveness. Ultimately, the research seeks to bridge early literacy gaps by transforming familiar community experiences into meaningful opportunities for foundational reading development