Parental Awareness and Readiness in Supporting Phonics Learning among Lower Primary ESL Pupils: A Conceptual Framework for Home Literacy Support

Abstract

HRMARS - Early literacy development is crucial for learners’ academic success, especially during the lower primary years when reading skills are formed. Phonics instruction is a key part of early literacy, aiding children in decoding and recognising words. While schools offer formal phonics lessons, parental involvement at home is just as vital in reinforcing literacy skills. However, a parent’s ability to support phonics may hinge on their awareness and willingness to help at home. In the Malaysian ESL context, research on these aspects remains limited, especially in suburban schools. This conceptual paper emphasises the significance of parental awareness and readiness in supporting phonics for lower primary students. Drawing on recent studies on phonics teaching, parental engagement, and home literacy support, it explores factors that influence parents’ participation in phonics activities. The paper also discusses challenges faced by parents in suburban areas, like limited English skills, lack of instructional knowledge, and resource shortages. It suggests that enhancing home-school cooperation and offering practical guidance to parents could improve phonics support at home. Overall, the paper adds to the ongoing discussion about parental roles in early literacy and lays a foundation for future research in Malaysian suburban contexts.