Parental Support in Reading Practices of Grade 8 Learners in Bulacnin Integrated National High School

Abstract

INTRODUCTION

Literacy is found to be one of the strongest predictors of academic success. Children who enter school struggling with reading, generally continue to struggle with reading throughout their schooling. Therefore, students will have negative effects on their academic performance, motivation, and self-esteem. In view of the foregoing discussions, the researcher finds it interesting to conduct a study on the parental support in reading practices that will ensure their children's performance at school, leading to higher academic achievements, greater cognitive competence, greater problem-solving skills, greater school enjoyment, better school attendance, and fewer behavioral problems at school. The study also aims to give feedback on early reading experiences with their parents which will prepare children for the benefits of formal literacy instruction.

METHODS

The respondents of the study involved 200 students and their parents from 5 sections of Grade 8 level in Bulacnin Integrated National High School, North District of Lipa City. They were selected through simple random sampling. The questionnaire was used as the main data-gathering instrument. It focused on three variables, the first is on the level of parental support of learners in the reading activities. The second one is the level of reading achievement of the learners as perceived by the respondents in terms of literal comprehension, inferential comprehension, and evaluative comprehension. The third is learners' reading achievement in comprehension influence by parents in terms of knowledge, attitudes, and skills.

RESULTS

The overall weighted mean of 4.02 showed that the parents influenced the learners in terms of attitudes to a great extent in reading activities. It shows that by providing a quiet place for their child to rest, think, and work alone, to a very great extent of 4.25. Letting their children participate in community and school reading programs that offer rewards such as certificates or books was to a great extent with a weighted mean of 4.03. This means that children should mingle outside the community to gain other knowledge. Attending PTA meetings and conferences was exercised the parents of great extent garnering the lowest mean of 3.98.

DISCUSSIONS

This result was strengthened with the idea that parents play an important role in developing comprehension with their involvement in school activities.