Parental Involvement: It's Impact to the Oral Reading Ability of Struggling and Slow Grades Three to Six Pupils of Paaralang Elementarya Ng Maalas-as

Abstract

INTRODUCTION

In this study, we determined the impacts of parents' involvement in the oral reading skills of the struggling and slow grade three to six pupils at Paaralang Elementarya ng Maalas-as.

METHODS

A descriptive qualitative study was used. The design of the research followed three phases namely the pre-design stage, the design stage, and the post-design stage. A research questionnaire for the fifty-two pupils from Grades III to VI was distributed. Questionnaires were retrieved from the respondents and the results were treated.

RESULTS

The respondents who fall under struggling and slow level were greatly affected by the following factors: 1) lack of parental supervision on their daily reading activities, 2) inability to provide their basic needs and 3) the direct effect of family-related problems to the respondents. Family background was found to have a great impact on the reading skills of the pupils since the study showed that parents lacked support and guidance to their children in practicing reading.

DISCUSSIONS

The results determined the need for active parental involvement that would enhance the reading skills of the pupils concerned. Constant communication and monitoring of reading performance of the pupils are necessary to ensure the reading progress of the pupils.