Nutritional Status and Reading Performance of Primary Learners: An Intervention Plan
DOI:
https://doi.org/10.5281/zenodo.15786939Keywords:
Nutritional Status, Reading Performance, Reading Competency, Normal, Wasted, Severely Wasted, Accuracy, Automaticity, ProsodyAbstract
This paper examined the relationship between nutritional status and reading performance among primary grade learners, using Body Mass Index (BMI) and Height-for-Age (HFA) as key indicators. The results showed that Grade 1 learners faced significant nutritional deficiencies, particularly in the Wasted BMI and Stunted HFA categories, correlating with lower performance in reading accuracy, automaticity, and prosody. Grade 2 learners showed increasing rates of overweight and obesity, along with persistent stunting, which negatively affected their reading fluency. In contrast, Grade 3 learners exhibited improved nutritional status and better reading outcomes. Guided by Bronfenbrenner’s Bioecological Model of Human Development (2006) and the insights of Gonzales and Morales (2020), the study highlighted how nutritional and educational factors interact within a learner’s environment. These findings emphasize the need for a comprehensive strategy to support both nutrition and education. The study proposes the “Foundational Reading Skills Boost: A Holistic Approach for Primary Grade Learners Addressing Nutritional and Developmental Needs.” This program is aligned with the nutritional support, targeted reading interventions, professional development for educators, and collaboration with families and communities. Regular monitoring and evaluation are recommended to assess effectiveness. By addressing both nutritional and educational needs, such intervention program aims at enhancing reading performance and overall development among primary grade learners.
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