ABSTRACT
This study examined parental literacy practices among Kinder to Grade 3 learners as a basis for developing a Home-Based Educational Development (HBED) Program in the Schools District of Tigbauan, Iloilo during School Year 2025–2026. Using a descriptive qualitative approach, in-depth interviews were conducted with fifteen (15) parents who served as respondents. Findings revealed that parents actively engaged in literacy practices such as guided oral reading, shared reading, teaching foundational literacy skills, providing support and meaning-making, creating print-rich environments, and promoting family collaboration. Despite these efforts, several challenges were identified, including limited educational background, low confidence, time and work constraints, limited literacy resources, and motivational barriers. To address these challenges, parents employed coping strategies such as establishing consistent reading routines, seeking external support, and using contextualized teaching strategies. The study highlights the need for a structured HBED Program to strengthen parental involvement.
Keywords: Parental literacy practices, K-stage 1 learners, home-based educational development program
INTRODUCTION
Research has consistently shown that when parents engage in literacy activities such as reading aloud, storytelling, and shared book experiences, children develop stronger early literacy skills and increased motivation toward reading (Paris & Hamilton, 2020). However, parental involvement is often influenced by parents’ own beliefs, educational attainment, and available resources (Paris & Hamilton, 2020; MDPI, 2025).
Effective early literacy instruction requires consistent reinforcement both at school and at home. Teachers employ evidence-based instructional methods such as phonics, guided reading, and fluency interventions to scaffold children’s reading development (Paris & Hamilton, 2020). However, the success of these instructional demands relies not only on what occurs inside the classroom but also on the quality and frequency of literacy-related interactions at home (Paris & Hamilton, 2020).
Despite extensive training for teachers on differentiated literacy instruction, notable gaps exist in parent education and support. Studies indicate that even parents with relatively high educational backgrounds often feel unprepared to support their children’s reading development and lack confidence in understanding literacy progression (Martini & Sénéchal, 2012 as discussed in MDPI, 2025). This gap highlights that professional development focused exclusively on teachers does not necessarily translate into parent readiness or capacity for home-based literacy support.
Morever, at the institutional level, schools often lack structured programs that formally integrate parents as active collaborators in literacy development. The influence of socioeconomic factors, limited access to literacy resources at home, and cultural beliefs about parental roles in education compound the issue. For example, Filipino parents in lower-income or rural settings may believe that literacy development is predominantly the school’s responsibility, leading to reduced engagement in home literacy practices (silinskas, Niemi, & Lerkkanen, 2020 as cited in AJEES, 2025).
Parents’ attitudes towards literacy activities directly affect how often and how meaningfully they engage with their children’s learning at home. Empirical evidence shows that parents’ beliefs about the importance of reading, the availability of literacy materials, and their engagement in literacy activities are significantly related to children’s early literacy progress and motivation (Neitzel et al., 2025). In many cases, parents express eagerness to support their children but lack clear knowledge or strategies to do so effectively without structured guidance (MDPI, 2025).
Furthermore, while prior studies have explored parental involvement in literacy within broader national or international contexts, there is a notable gap in localized research that examines both successful and unsuccessful parental literacy practices among families where parents themselves have limited literacy skills.
Specifically, there is limited qualitative evidence on how parents of Kinder to Grade 3 learners in rural Philippine schools, such as Lino Flores Elementary School, enact home literacy activities and how these practices could inform structured home-based educational support programs.
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