Parents Involvement in Reading at Home of Grade 1 Pupils: Input for a Proposed Training

Hanan  Macaraeg,; Jovelita  Tan,

Parents Involvement in Reading at Home of Grade 1 Pupils: Input for a Proposed Training

Discipline: Education

Abstract:

The descriptive correlational research design was used in this study. The profile of parent-respondents surveyed, encompassing age, educational attainment, occupation, and family income, provides crucial insights into parental involvement dynamics in children's reading development. Across age groups, notably 36-45, parents play pivotal roles through shared reading and access to materials. While older parents may favor traditional practices, parental modeling remains vital. Occupation and income impact engagement, urging targeted support for socioeconomically constrained families. Emphasizing a supportive home literacy environment is essential for enhancing literacy and academic achievement. Additionally, Grade 1 pupils' performance in the Early Grade Reading Assessment (EGRA) underscores parental involvement's critical role. High correlations between parental guidance and children's phonemic awareness and decoding skills highlight the positive impact of regular reading. Home access to reading materials strongly correlates with reading performance, emphasizing print-rich environments' importance. Promoting parental involvement and access to reading materials enhances educational experiences and achievements for young learners. Understanding and addressing factors influencing parental involvement can foster effective collaboration among educators, policymakers, and parents to create supportive environments nurturing children's literacy skills and academic success.

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