• Ivymae Gualvez Manzano
• N/A

Social-emotional skills, along with other factors, are proven to influence the literacy development of young learners. This study was conducted to measure the level of kindergartners’ social-emotional skills (SEL), their performance in literacy exercises, and their combined influence on the reading and writing skills of kindergartners in public elementary schools within District 4, Division of Malaybalay City, during the 2022-2023 academic year. The participants in this study consisted of 70 parents of kindergartners and 4 kindergarten teachers. They were chosen using accessible sampling. A descriptive-correlational research design was adopted. Data were gathered using a social-emotional skills survey questionnaire adopted from CASEL. Sample literacy outputs of kindergartners were also collected and analyzed. Additionally, the learners' Form 9 or report cards were collected and analyzed to ascertain their level of reading and writing skills. Descriptive statistics such as frequency, percentage, mean, and standard deviation were employed to measure the level of kindergartners’ SEL and literacy outputs. Regression analysis was also used to examine the significant influence of the social-emotional skills and literacy activity outputs on the kindergartners' reading and writing skills. Findings revealed that kindergartners displayed notably very high levels of relationship skills and high levels of self-awareness and self-management skills. Moreover, these learners demonstrated mastery in literacy skills, with a significant majority achieving a 'consistent' level in tracing letters, initial writing, identifying beginning sounds, and producing beginning sounds. Furthermore, the summative assessment of kindergartners’ reading and writing skills was generally categorized as 'consistent,' indicating frequent demonstration. Notably, the result of regression analysis revealed that both the kindergartners’ SEL and their literacy exercises significantly influence their reading and writing skills. The study concluded that social-emotional skills and literacy exercises are predictors of kindergartners’ reading and writing skills. Based on the findings of this study, it is recommended that teachers, parents, and other education stakeholders work collaboratively to enhance the level of social-emotional skills of young learners and their performance in reading and writing as these factors serve as the foundation of their academic success.

social-emotional learning skills, learning activity outputs, kindergartner, literacy

"Social-Emotional Skills And Literacy Exercises As Predictors Of Kindergartners’ Reading And Writing Skills", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 4, page no.j489-j497, April-2024, Available :http://www.jetir.org/papers/JETIR2404964.pdf

"Social-Emotional Skills And Literacy Exercises As Predictors Of Kindergartners’ Reading And Writing Skills", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 4, page no. ppj489-j497, April-2024, Available at : http://www.jetir.org/papers/JETIR2404964.pdf