This study evaluated the effectiveness of phonics instruction on the reading skills of Grade 1 pupils at Can-avid Central Elementary School. Pre- and post-intervention assessments measured phonological awareness, decoding, and sight word recognition. Results showed significant improvement in all areas after phonics instruction, confirmed by statistical analysis (t-tests). This demonstrates the substantial positive impact of targeted phonics instruction on foundational reading skills in young learners, supporting the implementation of tailored programs and ongoing teacher training.