The general purpose of this study is to look into the effect of the modular distance learning modality on the literacy skills of kindergarten learners. This study made use of the quasi-experimental research design which is a non-equivalent control group pretest-posttest design. Non-equivalent design is a good design when the researcher has access to one group for experimentation (Vockel 2019). The researcher opted to use this design because the subjects of the study are intact group of learners. This study will be conducted in Savoy Elementary School, Division of Davao Del Sur. The subjects of this study will be the 50 kindergarten pupils – 25 are from section A which will be the controlled group and 25 are from section B which will be the experimental group. The composition of these two sections is homogeneous. Both learners from sections A and B have identical grades. This study makes use of the non-random assignment of subjects where all learners of both sections A and B are involved as subjects of the study. This study revealed that the utilization of modular distance learning modality has increased the literacy skills of kindergarten learners. It also revealed that there is magnitude of difference between the post test scores of the controlled and experimental groups.