Abstract
This exploratory study gives a comprehensive description of using storytelling and phonics approach in early literacy enhancement in kindergarten. The goal of this study is to learn more about importance of storytelling and phonics approaches in the delivery of the learning instructions. In this design, both qualitative and quantitative data were collected. The research participants included ten (10) teachers for in-depth interviews and seven (7) teachers for focused group discussion. The constructed survey questionnaire from the qualitative interview was disseminated to three hundred (200) respondents. The study's findings revealed that the three (3) emerging themes were motivation, differentiated instruction and technological content knowledge. It means that the factor loadings from exploratory and confirmatory factor analyses for each item are suitable and adequate for factor loadings. Exploratory Factor Analysis (EFA) was used to determine the three (3) underlying dimensions for the three factors model for using using storytelling and phonics approach in early literacy enhancement in kindergarten., which include the motivation, differentiated instruction and technological content knowledge. Furthermore, it was revealed that the measuring tools used in this study are 18 item sets of questionnaires. In addition, it was suggested that a new tool be created for future references.