Parental Involvement in Reading Among Grade 1 Learners

• Published in: British Journal of Teacher Education and Pedagogy Vol. 3; no. 3; pp. 41 - 53
• Main Authors: Caban, Nancy, Velayo, Jennielyn, Tampus, Gladys Joy, Padillo, Gengen, Manguilimotan, Ramil, Capuno, Reylan, Espina, Raymond, Calasang, Veronica, Opingo, Kaitlin Marie, Etcuban, Jonathan
• Format: Journal Article
• Language: English
• Published: 01.09.2024
• ISSN: 2755-1482; 2755-1482
• DOI: 10.32996/bjtep.2024.3.3.3

Parental involvement in reading is crucial for learners. Active engagement helps develop early reading skills, boost self-esteem, and improve parent-child relationships that may grow their children's reading experiences by having frequent storytelling sessions, having book discussions, and setting up a family that values literacy. This study determined the nature of parental involvement in reading among Grade 1 learners in the three identified public elementary schools in Cebu, Philippines. The instruments used in the study included a researcher-made questionnaire administered to 174 parents. Quantitative data from the questionnaire were analyzed using statistical measures such as frequency, simple percentage, weighted mean, and the Chi-square test of independence. It was concluded that although parents were somewhat involved, parents were more active in learning at home. The parental involvement was often modest. The same empirical findings showed no correlation between the respondents' diversified profiles and parental reading engagement with Grade 1 learners. Aware of the results, the researchers politely suggested using the action plans explicitly created to help parents involve their children in reading.