The Impact of the Integration of the Language and Literature (ILL) Teaching in Improving the Literacy Skills of the Grade 3 Learners in the Public Elementary Schools in the Division of Camarines Sur

The study determined the impact of the Integration of the Language and Literature (ILL) Teaching in improving the literacy skills of Grade 3 learners in public elementary schools in the Division of Camarines Sur for School Year 2025–2026. It examined the extent of ILL teaching, its impact on literacy skills, strategies employed, challenges encountered, and the formulation of an Action Plan. The descriptive-evaluative-correlational method was utilized, involving 317 respondents and a researcher-made questionnaire using a 5-point rating scale. Mean, Frequency Count, Weighted Mean, Percentage, Chi-square Test, and Kendall Coefficient of Concordance (W) were used, with a 0.05 level of significance. Findings revealed that ILL teaching was Much Evident, with Cultural and Moral Awareness through Literature obtaining the highest rating of 4.51. Its impact on literacy skills was also Much Evident, with Decoding Skills rated highest at 4.51. Literacy-Based Language Instruction was the most evident strategy, with a rating of 4.50. The major challenge was difficulty in aligning language skill targets with literary themes, rated 4.58. All tests showed no significant agreement on the rank orders. An Action Plan was formulated based on the findings. It was recommended that schools strengthen ILL implementation through mentoring, LAC sessions, demonstration teaching, peer coaching, appropriate resources, and professional development