Parental Involvement and Pupils’ Reading Strategies: its Relationship to Reading Performance (original) (raw)
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Parental Involvement and Pupils Reading Performance
Psychology and Education: A Multidisciplinary Journal, 2024
This study examines the impact of parental involvement on Grade 4 learners' reading performance in Sierra Bullones, Bohol. The research aimed to assess the status of parental involvement and its relationship with learners' reading abilities, based on data from 113 parent-child pairs. Key findings include a significant positive correlation between the extent of parental involvement and learners' reading performance. The study reveals that most respondents are female, aged 31-40 years, and have diverse educational backgrounds, primarily high school graduates. Parental involvement is characterized by active participation in reading activities and communication with teachers, highlighting their dedication to supporting their children's reading development. Effective communication between schools and parents emerges as crucial for enhancing learners' reading skills, emphasizing the need for consistent updates and guidance from educational institutions. The Philippine Informal Reading Inventory (Phil IRI) results indicate that learners perform at an instructional reading level, underscoring the importance of tailored instruction to improve reading proficiency. Recommendations include developing a Parental Involvement Guide to equip parents with effective strategies for supporting reading skills, fostering regular communication between parents and teachers, and organizing workshops to enhance parental involvement. This study contributes valuable insights into enhancing educational practices through effective parental engagement, aiming to improve Grade 4 learners' reading proficiency in similar educational contexts.
Challenges on Parental Involvement and the Reading Ability Skills of Grade Three Learners
Psychology and Education: A Multidisciplinary Journal , 2023
This study determined the involvement of the Grade III learners' parents in facilitating the reading ability skills of the learners of Francisco Lluch Laya Memorial Integrated School, South I District, Division of Iligan City during the school year 2021-2022. It also determined the challenges encountered in facilitating the learners reading skills, and the reading ability skills of the learners in terms of word recognition, speed, and comprehension, the significant relationship between the reading ability skills of the learners in terms of word recognition, speed, and comprehension and parental involvement in facilitating reading were assessed. Random sampling was used to determine the 50 Grade Three parent respondents. The instrument utilized was PHIL-IRI material for Grade Three learners reading ability skills and the researcher-made test questionnaire for the parental involvement and challenges. The research design was descriptive correlational and the statistical tools utilized used were frequency and percentage, Mean and Standard Deviation, One-Way ANOVA (F-test), and Regression analysis. Based on the results the reading ability skills of the learners in terms of word recognition, speed, and comprehension fell in the frustration level. Parental involvement and the learners' reading ability skills in terms of word recognition, speed, and comprehension were significantly related. Thus the null hypothesis stating that there is no significant relationship between the reading ability skills development of the learners and parental involvement in facilitating reading was rejected. This study concluded that the parents need to be enhanced their involvement, so an action plan was proposed and recommended to be implemented.
Parents’ Involvement in Learner’s Reading Achievement in the New Normal
Psychology and Education: A Multidisciplinary Journal , 2023
This study aimed to determine the challenges of parents' involvement in learner's reading achievement in the new normal of Grade 1 parents of Napocor Elementary School of Fuentes, Barangay Maria Cristina, Iligan City, during the School Year 2021-2022. This study utilized a descriptive-correlational research design to determine the demographic relationship between and among the variables and the level of challenges of parents' involvement in learners' reading achievement. The survey questionnaire was given to the respondents to gather data. EGRA tool was also utilized in data gathering. Results revealed a significant relationship between reading achievement and demographic profile in terms of monthly income, highest education, and the number of children. The higher the parents' education level, occupational prestige, and income, the higher the children's reading ability and vice versa. The study revealed a significant relationship between reading achievement and the level of challenges of parents' involvement in the language spoken at home and parents' education. Moreover, parental education s a determining factor in children's reading abilities and achievement, confirming the relationship between parental education and children's literacy outcomes. Parents with higher schooling placed more excellent value on education and thus provided more materials and school-related activities for their children.
Psychology and Education: A Multidisciplinary Journal, 2022
Education system in the Philippines is constantly changing and more is being expected out of students at a much younger age. The levels of parental involvement had higher expectation to the literacy skills of the students. This study aimed to analyzed the collective influence of the predictor's family structure, parental involvement and socioeconomic areas and students' perspective interest of the classroom learning environment on Grade 3 students of San Rafael Elementary School. Thus, the intention was to provide an analysis of these predictors of academic performances of the grade 3 students in the areas of reading and writing development. To expand knowledge of the interrelationships between the variables correlated in the study. The data treatment was performed in order to evaluate and determine the descriptive statistics between parental involvement, family structure, low-socioeconomic status and student's performances in reading and writing areas. The descriptive research design was used to assess and measure the linear coalition between the independent variable and dependent variable. The quantitative data was obtained along the parental involvement survey using and basing on the set of thirteen Likert scale questions. As the results of the descriptive statistics results in Table 1 revealed that among the 30 parent participants or as corresponding assessor and evaluator 19 (63.32%) were underneath from lowest family affluence scale, which represented the highest number of the parent sample on the study. Based on the findings, the reading assessment scale of the respondents were on the mean value of 5.72±3.82 that indicates as text reading speed (syllables per seconds). Whereas, the words reading (syllables per seconds) variable has the mean value of 3.70±2.33, hence, for the non-word reading (syllables per seconds) were gathered the results of 1.79±0.66. The parental involvement was grounded on the time spent offered and parental guidance of the students.
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan
This study aims to analyze the role of parents in reading interest of students. This research is a type of quantitative research with the number of respondents in the study of 99 fifth grade students at SD Negeri Gugus Sultan Fatah, Bonang District, Demak Regency. The method in this study is quasi experimental This study also used a non-experimental or ex post facto design. The data collection techniques used were questionnaires and documentation. Test instrument using validation test and reliability test. The results of the study is parents influenced the reading interest of fifth grade students in SD Negeri Gugus Sultan Fatah, Bonang District, Demak Regency by 312 or 31.2% and the correlation value was 0, 559. Parents' suggestions should maximize the role to foster students' interest in reading. Children will learn from their parents, so set a good example, where when children see their parents so enjoy reading and judging books can be a great inspiration, of course their reading interest can increase
The Role of Parents on Turkish Students’ Reading Achievement
Procedia - Social and Behavioral Sciences, 2014
How parents can help students to active on their education inside and outside of school is a necessary issue to research. The aim of the study is to determine the parents' participation of reading activities' features by information which is gained by parent questionnaire. Accordingly, PISA 2009 parent questionnaire is translated to Turkish and implicated. This survey study group comprised of 10 TH graders' parents in Ankara during 2012-2013 academic years. Data were analyzed by using descriptive statistics. Accordingly, needs for enhance students success which is meet by themselves, their parents, and school administrator are detected.
IJARW, 2021
This study aimed to determine the effect of psychological and social factors to the reading performance of the pupils. The respondents of the study were the intermediate pupils. Self-esteem was measured using the Rosenberg’s Self-esteem Scale; and the self-efficacy was determined using an adapted version of Bandura’s Children Self – Efficacy Scale (2006). The reading attitude was measured using the Elementary Reading Attitude Survey designed by McKenna and Kear (1990) and the reading performance was determined using the Philippine Informal Reading Inventory test of the Department of Education. It was found out that the reading performance of the pupils has significant difference when they are grouped according to parents’ educational attainment and availability of reading materials at home. Additionally, the extent of family support has low correlation to reading performance. Self-esteem and word recognition have insignificant correlation whereas self-esteem and comprehension showed a marked correlation. Moreover, self-efficacy and word recognition and comprehension resulted to a low correlation. Lastly, attitude towards reading showed a marked correlation to reading performance, both in word recognition and comprehension. The study concluded that the higher the educational attainment of the parents, the higher the pupils’ reading performance. Furthermore, the profile variables influence the reading performance of the pupils. Generally, the pupils’ self-esteem, self-efficacy, attitude towards reading, and the extent of family support have negligible to low and marked relationship to their reading performance.
Psychology and Education: A Multidisciplinary Journal, 2023
The study aimed to determine the effects of parental engagement and nurturance on the reading performance of intermediate pupils in Sta. Cruz Elementary School, School Year 2020-2021. The respondents of the study were the 370 Intermediate pupils consisting of 118 Grade 4 pupils, 78 Grade 5 pupils and 174 Grade 6 pupils who are included in the Blended Learning modality in the said school. They were described in terms of their age, sex, sibling position, number of children in the family, monthly family income and parents' educational attainment. Descriptive survey research design was utilized in this study. The first research instrument is a researcher made questionnairechecklist to determine the extent of effects of parental engagement and nurturance on the reading performance of the pupil-respondents with respect to inferential, critical thinking, assimilation and comprehension. The other set is a parallel objective type of test consisted of 40 items. This was used to determine the level of reading performance of the respondents. The study revealed that the pupil-respondents are mostly 8-10 years old; predominantly males; are first and second born child and mostly belong to families with two children in the family. A higher number of the respondents belong to family with monthly income below ₱10,000 and whose father and mother are mostly college undergraduates. Parental engagement and nurturance moderately affects the reading performance of the pupils with respect to inferential, critical thinking, assimilation and comprehension. Sex, sibling position, number of children in the family, monthly family income, father's educational attainment and mother's educational attainment are not significant on the effects of parental engagement and nurturance on the reading performance of pupils. However, when grouped by mother's educational attainment with respect to comprehension is significant. Pupils have a satisfactory reading performance as revealed by the results of their Reading test. The test on the significant relationship between the extent of effects of parental engagement and nurturance with respect to inferential, critical thinking, assimilation and comprehension and their performance do not relate.
Parent Involvement in Children Reading Development
International Journal of Multidisciplinary and Current Research, 2018
The research was aimed to develop home reading programs for parent to tutor the children learn to read at home. The development procedure owed the work of Borg and Gall’s research and development model. Tryout and implementation were conducted in a Kindergarten School in Bogor, Indonesia. The data was collected through observation, interview and checklist. The product was considerably feasible referred to the judgments of five experienced kindergarten teachers, three early childhood education and 15 parents participating in the implementation. It was concluded that the model contributed to overcome the problem encountered by both parents and kindergarten teachers in how to help children learn to read at home. Keywords: Parent’s involvement, kindergarten reading program, research and development
Parents’ Impact on Students’ Reading Achievement
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
Scientific studies have proved that a family has a high impact on the students’ academic achievement, including their reading literacy. This paper focuses on the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age (reading together, singing, discussing the read text with a child, playing together, etc.) to explore the impact of these activities upon the reading literacy achievement of students in Grade 4. The research problem addresses the following questions: whether and to what extent the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age have an impact on students’ reading skills at the end of their fourth school year.The analysis is based on the research results from students’ tests, students’ and parents’ questionnaires of the Progress in International Reading Literacy Study (PIRLS) 2016, organised by the International Association for Evaluation of Educational Ac...