Junaliza P. Alipio (Author)
Abstract
This study investigated the parental involvement and teachers’ support given in facilitating the reading proficiency of the Grade 1 learners. Further, it sought to determine the significant difference between the level of teachers’ support and level of parental involvement in the reading proficiency of the learners and proposed a localized reading action plan to improve the reading proficiency of the learners. This study employed descriptive research design. Furthermore, the study was conducted in the selected schools in South Butuan District. The instrument that was used in this study was researcher-made and validated by experts. The findings indicated that there was a significant disparity between the teachers’ support and parental involvement for reading proficiency. Due to socioeconomic limitations, varying educational backgrounds, time constraints, and fewer collaboration opportunities it affected the level of involvement of the parents in facilitating the reading proficiency of the learners. Moreover, teachers’ professional training, access to resources, dedicated classroom time, and collaboration opportunities contributed to their stronger support efforts. Also, the result revealed that teachers established a strong foundation for reading proficiency development through their comprehensive approach, including utilizing diverse reading materials, creating conducive classroom environments, and maintaining consistent communication with parents. While communication is established, there is an opportunity to enable parents with more specific strategies to further enhance their support for home-based reading activities.
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Keywords: Parental involvement, Teachers’ support, and Reading proficiency