Impact of Parents' Training and Involvement in the School-Based Reading Program

Abstract

INTRODUCTION

It is a fact that Reading is vital in the learning ability of the pupils. This macro-skill enables learners to acquire knowledge to expect higher academic performance. Teachers attributed their non-achievement of last year's repeaters to their lacking ability in reading. This fact gave the idea that the reading ability of learners has a wide and deep impact on their learning proficiency. This prompted the San Guillermo Elementary School to implement intervention projects in reading. One of them is a program that involved the learners' companions at home. The school believed that reading activities at home would create a supportive ambiance as they undergo activities after schooling.

METHODS

As the school implements the project, a case study was conducted. The researcher utilized interviews, document analyses, observations and reading assessments to gather the information needed. SDO Lipa City provided a reading assessment for Grade 1 pupils which became the teachers' basis in developing the intervention project. During the implementation of the program, parents and guardians of Grade 1 pupils underwent trainings in basic teaching reading for them to apply at home with their children. Reading selections were given to be signed by the parents when their children have read the materials. After two months, pupils were assessed using the same reading assessment provided by the division.

RESULTS

The case study found out that 15 grade 1 pupils are non-readers. These pupils served as the clients of the project. Parents of the non-readers showed a willingness to participate in the project. The commitment was ensured during the meeting. Grade 1 teachers trained the parents on how to teach phonemic awareness among their children. Teachers demonstrated the teaching process as the parents observe them. Parents had problems with producing the correct sound of each letter, instructional materials, reading materials and schedule of work. After the project, 10 pupils were able to recognize letters and produce their sounds.

DISCUSSIONS

Grade 1 pupils, as emergent readers, needed assistance of their teachers, parents and guardians as more knowledgeable others in reading. More so, participation of parents in the project has a great impact in the reading performance of the pupils. Teachers provided follow-up training sessions and lent their instructional and reading materials to the parents. Finally, the project was successful as indicated by the number of pupils who improved with their reading skills.