Exploring parental involvement and teachers’ activities in early literacy development

Abstract

Parental involvement has been seen as an integral component in a child's success and the way teachers design their lessons integrate the essentials of literacy. This study explored activities parents undertake to teach their children how to read and the activities teachers design to promote literacy. The activities were correlated with the students' performance in letter-recognition tasks. Results revealed that parents are aware of their roles in literacy development and are implementing activities at home that would enhance their children's interests in reading. Likewise, teachers provide a myriad of activities that cater to the students' reading needs. There were relationships between the reading materials found at home and the reading ability of the day care students.

Parents’ Levels of Involvement and Role Construction in Children’s Reading at Home

“…The results suggest that most of the parents believe they have a role to play in children's reading related activities at home. The results agree with the claim of Tabbada-Rungduin, et. al.…”

The meanings and ways of parental involvement among low-income Filipinos

“…Nonetheless, Blair (2014) found that middle-and high-income Filipino parents reported high levels of involvement with children's homework and in volunteering for school related tasks. In another study, Filipino parents reported frequently reminding their children of the importance of going to school (Tabbada-Rungduin, Abulon, Fetalvero, & Suatengco, 2014). Many parents in the same study also reported that they believed that they are their children's first teacher, especially in learning how to read.…”

Intergenerational transmission of literacy skills among Filipino families

“…In a survey among Grade 2 students, around 70% of mothers and fathers were reported to be literate, approximately 40% of students reported receiving help from their parents with reading at home, and nearly 50% of students reported that they had other books aside from textbooks at home (Education Development Center, ). Parents of 4‐ to 6‐year‐old daycare students in Manila reported high levels of involvement (“almost always practiced”) in school‐related tasks such as attending parent–teacher meetings, asking children about what happened in school, and reminding children of the importance of school; in contrast, storybook reading at home was rated as “sometimes practiced” (Tabbada‐Rungduin, Abulon, Fetalvero, & Suatengco, ). However, parental involvement and children's skills were weakly correlated in this sample.…”