Parents' Participation in the Development of Early Reading Skills

Abstract

INTRODUCTION

The researcher conducted this study to determine the contribution of parents in teaching reading to their children by determining the different reading activities they prepared and to what extent they accomplished those activities. Also, this study aimed to determine the problems of the child in the execution of those reading activities.

METHODS

This study employed a descriptive type of research. A self-constructed questionnaire was used as the major data gathering instrument. A total of 20 parents of Kindergarten pupils in Tulo II Elementary School were the respondents of the study. No sampling was applied in determining the respondents. The total number of parent respondents was also manageable enough when subjected to data statistical treatment. The gathered data were treated using the statistical tools like percentage, ranking, and weighted mean.

RESULTS

Most of the respondents were female, 36-40 years old, housewife and high school graduate. Encourage conversation at home and helping the child with reading homework assignments were the reading activities that parent-respondents accomplished to a great extent. The parent-respondents observed all the listed problems of the child in the execution of the reading activities. Lastly, a simple parent in house plan was drafted to help parents provide enjoyable and meaningful reading experiences that could help their children to love reading.

DISCUSSIONS

The results showed that the home environment influences the development of young children's literacy and school achievement skills. Children become readers through a series of experiences that encourage active engagement with meaningful forms of reading, writing and speaking the language and through supportive environments that foster learning, risk-taking, and active experiment. Promoting a lifetime love of reading should be one of the most important goals at home.