The highest priority of school education as per the national education Policy 2020 is universal acquisition of foundational learning skills by Grade 3. reading readiness is a critical developmental stage in a child’s journey towards effective reading and comprehension of written language. The paper reports the complex relationship between pedagogical methods and literacy development, focusing on reading readiness and performance in early-grade tribal students. Through classroom observations,

assessments, and interviews, it examines constructivist, collaborative, integrative, and reflective teaching approaches, shedding light on their impact on language proficiency. The role of teachers as bridges between language and culture for tribal children is emphasized. Using the classroom observation, the research categorizes teachers’ methods and correlates them with Grade II tribal students’ achievements. Constructivist and reflective strategies enhance listening comprehension, integrative methods enrich vocabulary, while collaborative and constructivist techniques improve letter recognition, especially within tribal contexts. The synergy between these methods enhances various aspects of literacy, though challenges like mother tongue versus state language disparities persist. The paper recommends adopting integrative