Parental Involvement in the Reading Literacy Skills of Grade 1 Learners in the Division of Lipa City

Abstract

Parental involvement plays a significant role in the development of reading literacy among learners particularly during the foundational years of schooling. To achieve this goal, strengthening the partnership between school and home environment is essential. This study aimed to analyze the extent and impact of parental involvement on the reading literacy skills of Grade 1 learners in the Division of Lipa City. Specifically, it examined the extent of parental involvement practices to learning content and instructional tasks and measured the level of involvement in terms of school support, home reading support, and motivation and encouragement. It also explored the significant relationship between these involvement practices and parents’ level of involvement. Furthermore, identified challenges faced by parents in the reading development of Grade 1 learners were assessed and lastly, proposed learning activities based on the results of the study. Using descriptive-correlational research design, 373 parents of Grade 1 learners were selected using stratified random sampling. Data were collected using a validated researcher-made survey questionnaire and analyzed through frequency, percentage, and weighted mean. Pearson’s r was applied to determine the significant relationship between involvement practices and parents’ level of involvement. Findings revealed that parents demonstrated a high extent of utilization of involvement practices. In terms of involvement, parents were moderately engaged in school support and home reading support, while showing high involvement in motivation and encouragement. There is a strong and positive relationship found between the extent of involvement practices and level of parental involvement across all categories. Common challenges encountered by parents were moderately manifested, specifically on time constraints due to work and household responsibilities. The study concluded that active and structured school-home reading is needed to enhance early reading literacy. It emphasizes the need for targeted interventions, such as the proposed READ-LIPA program to support and strengthen parental involvement.