Abstract
This study determined the gaps in reading achievement of kindergarten pupils. The exploratory sequential mixed methods design was utilized that started with qualitative phase then followed by quantitative data collection and analysis. More specifically, it aimed to construct a scale on gaps in reading achievement of kindergarten pupils in a sample of teachers. In the qualitative phase, there were ten (10) teachers who participated in the in-depth interview and seven (7) teachers participated in the focus group discussion. Moreover, a total of 300 teachers have been selected as respondents in quantitative phase. Meanwhile, the data were analyzed using the thematic analysis and exploratory factor analysis (EFA). The results show that a total of four themes have emerged in the qualitative findings that put emphasis on letter and sound identification, reading programs, instructional materials and strategies to close the gaps. The EFA results showed four underlying dimension of examining gaps in reading achievement of kindergarten pupils. To give the light of the study, the following conclusions are enumerated. Four emerging themes significantly emphasized on examining gaps in reading achievement of kindergarten pupils include letter & sound identification, reading programs, instructional materials and strategies to close the gaps. Results revealed from the Exploratory Factor Analysis (EFA) four underlying dimensions occur from the gaps in reading achievement of kindergarten pupils such as letter & sound identification, reading programs, instructional materials and strategies to close the gaps. The reliability test revealed that the overall Cronbach's Alpha was.743, which was interpreted as high, when examining gaps in reading achievement of kindergarten pupils. It means that the instrument's validity was very high and that it was suitable for use as a tool. The Exploratory Factor Analysis results revealed that there are 17 items of questionnaire sets that are suitable for factor loadings. This means that these items are appropriate for the study's measuring tools and pass the face validity test.
Keywords: kindergarten pupils, reading achievement, Exploratory Factor Analysis, Magpet District