Context of the Problem Morrison (2012) reported that fewer than 50% of children in the first-grade age cohort had achieved “first-grade test-readiness mastery” in 2007. According to the Vision 2030 Education Sector Report, this is a test that all K-12 children should master. The test is intended to provide specific information about skills and deficiencies so that corrective measures can be taken. The aim was for 90% of children to achieve mastery of the subject by 2030. The 2011 reports indicated the national results for 2008 by subject area and the number of children who had thorough mastery. Overall, 46.7% in General Knowledge, 67.1% in Number Concept, 48.2% in Oral Language, 67.6% in Reading and 62% in Writing and Drawing. These are the basics in which less than half of children are proficient in some areas and no more than two-thirds of children in others. These statistics reflect that there may be deficiencies in several aspects of students' listening skills and literacy development. Therefore, the first grade individual learning profile was introduced in 2007/2008 and replaced the first grade reading inventory. One area of ​​literacy that may contribute to students' poor performance is their underdeveloped listening skills. These students should receive urgent intervention so that their literacy skills can be improved, enabling them to make a meaningful contribution to society. If this is not done, many of our children may develop negative attitudes towards school and later become delinquents. Children have different learning styles and their attention spans tend to be very short at different developmental levels for various reasons. Since we are now in a tech...... middle of paper......it does not allow the completion of the hours necessary for the intervention. Due to inflexibility, I had to use all the time given and it was inadequate. Students were unable to actively engage and class time was not effective and efficient. On numerous occasions students were absent due to illness and heavy rain. In addition to this, there were occasions when the class teacher found it necessary to retain children due to his scheduled internal and external assessment and evaluation. References Reid, T. (2012, March 11). Students in difficulty: approximately 60% fail the fourth grade supplementary literacy test. The Gleaner. http://jamaica-gleaner.com/gleaner/20120311/lead/lead5.htmlJalongo, M.R.(2010). Listening in early childhood: an interdisciplinary review of the literature. Retrieved from www.listen.org/Resources/Documents/jalongo.pdf