Parents’ Competence as Reading Teachers at Home: Springboard for Enhancing Reading Literacy for Young-Minded Nurturers (ERLYN) Program

Abstract

Parents play a crucial role in fostering their children's literacy development, with their competence as reading teachers significantly influencing reading success. This study employed a quantitative research approach, utilizing descriptive and inferential designs to assess parents' reading competence as a basis for developing the Enhancing Reading Literacy for Young-minded Nurturers (ERLYN) program—a school-based reading initiative for parents. The study involved 70 parents of Grade 1-3 learners in Tampakan District, South Cotabato Division during the school year 2024-2025.

Findings indicate that most parent respondents are aged 25-31, belong to lower-income brackets, and have attained high school-level education. In terms of reading competence, parents demonstrated independent-level oral reading but instructional-level reading comprehension. Demographic factors such as age, income, and educational attainment showed no significant influence on reading competence. The ERLYN program was rated highly acceptable, with strong approval for its objectives, session content, and methodology. These findings suggest that ERLYN is a well-structured and relevant intervention parents as reading teacher at home.