Classroom Response System for Enhancing Learner Engagement in Reading Readiness Through Interactive Tools

Abstract

This study investigated the factors affecting reading readiness among learners in the Langiden District, Philippines, focusing on socio-economic status, physical health environment, home literacy environment, extent of parental participation, and engagement with gadgets and social media. A descriptive-correlational research design was employed, involving 35 teacher-respondents from Kindergarten to Grade 6 across five public elementary schools. Data were collected using a survey questionnaire and analyzed using frequencies, percentages, weighted means, and bivariate correlation. Results revealed that all five factors were perceived as having a “Very Much” (VM) influence on reading readiness, with composite means ranging from 4.29 to 4.59. The home literacy environment and parental involvement emerged as the strongest predictors. A significant relationship was found between non-academic factors and learners’ reading levels. The study concludes that addressing holistic, non-academic factors is essential for enhancing reading readiness. A support program for the schools division office is recommended.