Level of Family Involvement in the Early Literacy Development of Children: Basis for School-Community Literacy Program in Dasmariñas Elementary School

Abstract

The study was conducted to investigate the extent of family involvement in the early literacy development of primary learners at Dasmariñas Elementary School as a basis for the formulation of a research-based, comprehensive, and contextualized “School-Community Literacy Program” that would close the gap and effectively address the existing problem in literacy and improve learners’ reading outcomes. A mixed-method approach, combining quantitative and qualitative designs, was employed. A researcher-made questionnaire was used to determine the level of family involvement in the early literacy development of primary learners and family socio–economic status using descriptive and thematic analysis. A semi-structured interview was conducted to examine family literacy best practices that contributed to children’s literacy development, as well as the perceptions and suggestions of family respondents for a more effective, research-based, comprehensive, and contextualized school-community literacy program. The results of the study revealed that family members play a very important role in the early literacy development of their children and significantly influence their reading interests. The study also highlighted “best practices” to strengthen parental engagement strategies, particularly in communication and collaboration with the school, to effectively support learners’ literacy development. Hence their involvement is crucial. Results of this study were utilized and served as inputs in the formulation of a research-based, comprehensive and contextualized School-Community Literacy Program that would close the gap and address the problem in literacy. The study further recommends that parental involvement in children’s literacy learning should be embedded in the school curriculum to enhance literacy instruction.