Learning to read is multipart and big predictor for the learner’s academic success. It is a skill that a child has to work on constantly, so it’s not surprising that many children develop a “reading gaps”. During COVID-19 pandemic, reports states that reading skills among young students stalled that prompted to conduct this study. This study ascertained the literacy gaps of the lower primary education pupils of Labangon Elementary School, Cebu City as perceived by the selected teachers based on EGRA subtasks: letter identification, phonetic awareness, familiar word reading, nonword reading, oral reading fluency, listening comprehension; and reading comprehension. Descriptive- survey method was used and employing adapted instrument. Respondents were chosen purposively. Findings of the study have revealed that majority of the teacher respondents disagree that the pupils have literacy competency on nonword reading, reading comprehension, oral reading fluency; listening comprehension. While some respondents agree that pupils have competency on letter identification, phonetic awareness; familiar word reading. Based on the findings, this study concludes that literacy gaps of the pupils as perceived by the respondents are largely dwell on higher level of reading skills and therefore marked the lower level literacy skills of the pupils. The used of the developmental reading material as output of the study is highly recommended.