HOME CARe (Home-Based Obligation in Making Every Child a Reader): An intervention to Reading and Parents' Participation

Abstract

INTRODUCTION

Teachers use the flexibility period to help the struggling readers in their class. How about the parents? What is the vital role in developing reading skills of their children? That's why the researcher wanted to work on how parents play a part on the reading activities of their children.

METHODS

This study used the descriptive survey method. A questionnaire and checklist were used to determine the parent's participation and the reading ability of non-readers and struggling readers. All the data gathered from the sixty-six pupils and parents’ respondents were organized, tallied, tabulated and presented in a series of tables.

RESULTS

As revealed in the survey on the parents' participation to the reading activities of the struggling and non-readers in PKES, 23 or 35% of the parents had no initiative to have follow up reading at home. They neglected their duties. 8 or 13% were working parents, 20 or 30% sometimes initiated efforts for reading activities, 10 or 15% claimed that their children refused to read. 5 or 7% were illiterate parents. From the result of having 36 struggling readers and 28 non-readers on the pre oral reading assessments through HOME CARe the Post Reading Assessment reveals that 93% of 28 non-readers can read and 92% of struggling readers gained progress in reading.

DISCUSSIONS

The percent of increase gain in developing reading among non-readers and struggling readers demonstrate that HOME CARe through the parents' participation is significantly important. Teachers and parents' tandem in pursuing the project play a vital role in helping pupils to solve reading problems.