This study investigates the influence of children's life experiences on their literacy comprehension, recognizing that existing research primarily focuses on cognitive and linguistic factors. This research addresses the gap in current educational literature on how wide-ranging experiences, such as extracurriculars, impact reading comprehension. Furthermore, this investigation proposes that an extensive range of life experiences will correlate with higher literacy comprehension scores and that socioeconomic status will partially facilitate this relationship. A mixed-methods approach will be implemented, combining quantitative measures through the Life Experience Inventory for Children (LEIC) and a customized anticipation guide, with qualitative data obtained from interviews with 40 fourth-grade students from a private school and a public school. Data analysis will involve the Pearson correlation, multiple regression, and ANOVA to explore relationships and group differences, along with thematic analysis of the interview records to identify patterns. The goal of this research is to expose the importance of formulating a more inclusive and culturally responsive literacy curriculum, as well as suggesting specific measures and policies that encourage equitable access to enlightening experiences for children. However, limitations of this study include the potential bias from self-reported data and the study’s cross-sectional design, which limits the ability to establish causal inferences.
