ABSTRACT
This study investigates how school-family partnerships affect sixth-grade students' reading growth. Understanding that reading is a fundamental ability that is essential to both academic achievement and lifetime learning, the study explores how parent-teacher collaboration improves students' reading comprehension development. This study employed a descriptive-correlational research design. Quantitative research is a systematic approach to investigating phenomena by collecting and analyzing numerical data (Privitera, 2022). Results show that reading comprehension and motivation are greatly increased by regular communication, cooperative literacy activities, and encouraging learning settings at home and at school. The study emphasizes the value of shared responsibility in education and suggests tactics to improve cooperation between the family and the school, including community reading programs, frequent progress reports, and workshops for parents. The findings demonstrate how important solid collaborations are to fostering a culture of reading and raising students' academic performance in Grade 6. To increase student achievements, it is suggested that this partnership be strengthened through collaborative reading programs, parental literacy courses, and improved communication techniques. An intervention strategy was created to support and improve the partnership between the family and the school in order to improve the sixth-grade students' reading comprehension.
Keywords: school and family partnership, reading development, reading comprehension, parental literacy
INTRODUCTION
Reading comprehension is universally acknowledged as a cornerstone of quality education and a critical skill for lifelong learning. Consequently, this is an essential skill that serves as the foundation for academic success and lifelong learning. For Grade 6 learners, mastering reading comprehension is vital as they prepare to transition into higher levels of education, where the intricacy of scripts improves. However, despite its importance, many learners face challenges in developing this skill, which can have lasting impacts on their overall academic performance. Several students still have difficulty comprehending and interpreting written texts, especially in low- and middle-income nations, despite worldwide educational gains. Nearly 70% of 10-year-olds in low- and middle-income nations cannot read and understand a simple story, according to UNESCO (2022). This problem was made worse by extended school closures during the COVID-19 pandemic.
Long-term effects of this learning gap include impeding not only academic success on an individual basis but also social and economic advancement at the national level. Language obstacles, socioeconomic difficulties, a lack of access to high-quality learning resources, and insufficient teacher preparation are some of the causes of this complex problem. In order to support the cognitive and linguistic development of students worldwide, addressing this global issue calls for concerted efforts to reform educational policies, invest in teacher development, and provide fair access to reading materials.
The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines literacy as more than only the capacity to read and write; it is also a tool for learning, empowerment, and active engagement in society. According to UNESCO’s Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education for everyone, reading comprehension is critical for ensuring that every learner acquires the core skills required for future learning and personal development.
The key aspects of SDG 4, also known as Quality Education, aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It emphasizes providing quality education from early childhood to higher education, with a focus on reducing disparities and promoting equal access for all, particularly vulnerable populations. The universal access ensures that all learners complete free, equitable, and quality primary and secondary education, leading to relevant and effective learning outcomes.
In the Philippines, the improvement of students' reading comprehension abilities has emerged. Alarming literacy levels have been found in recent tests; the 2018 Programme for International Student Assessment (PISA) placed the nation last out of 79 participating countries in reading comprehension. Filipino pupils had challenges in comprehending, analysing, and assessing written materials, suggesting a pervasive issue in the educational system (OECD, 2019).
It is essential that the Early Childhood Development (ECD) promotes the holistic development of the learners from the basic stage of communication with their families until they establish the pre-primary education that provides them with a strong foundation for reading comprehension. Thus, SDG 4, mandated also in providing skills-based education to prepare individuals for the world of work, including technical and vocational skills. Furthermore, education for sustainable development, integrates knowledge, skills, values, attitudes, and behaviors needed for a sustainable future into education systems.
The attainment of the sustainable development Goal 4 of the UNESCO along with the learners reading comprehension development reflects in the schools’ achievement specially in the results of the assessment in all subjects’ disciplines. However, UNESCO is looking gauging on the participation of other stakeholders like the school and families partnerships along with casual family conversations, communication, reading comprehension and translating theses skills into a lifelong learning.
Globally, there is a growing realization that collaboration between schools and families improves education outcomes. UNESCO highlights the importance of developing good school-community partnerships, and Program for International Students Assessment results suggest that pupils with involved parents have better reading habits and score better on literacy examinations. These frameworks emphasize that learning does not occur in isolation; rather, it is the result of a collaborative effort by educators, families, and communities.
The partnership between schools and families plays a crucial role in fostering reading comprehension development, both globally and within the Philippine context. Globally, extensive research highlights that children’s literacy skills are significantly enhanced when parents actively engage in their education, providing a supportive home environment and reinforcing the importance of reading. Such partnerships not only boost students' academic outcomes but also foster a sense of responsibility and motivation to learn. The global provision emphasizes the need for collaboration between educators and families to ensure consistent reinforcement of reading skills, as well as the creation of a conducive learning environment at home. In the Philippine context, this partnership is even more significant due to the nation’s diverse and multilingual landscape. Filipino families, often prioritizing education as a means for social mobility, play an instrumental role in supporting children’s reading comprehension development. However, socioeconomic disparities and the multilingual nature of the country pose unique challenges. While urban families might have greater access to educational resources, rural areas often struggle with limited materials and support. To address these disparities, schools in the Philippines have increasingly worked to engage families through various initiatives, such as workshops and community-based reading programs.
In 2022, Baruyan Elementary School (BES) in Mindoro responded to the difficulties caused by school closures due to COVID-19 by implementing a thorough reading literacy program. On February 6, 2022, the school launched an 18-week Saturday program after realizing the negative impact on kids' reading abilities. Local community leaders, 4-H Club youth volunteers, school officials, teachers, parents, and students worked together to create this program.
These efforts aim to bridge gaps between home language practices and formal education, ensuring that all students, regardless of background, can benefit from strong school-family partnerships to develop their reading comprehension skills. By aligning global best practices with the unique needs and resources of the Philippines, this collaborative approach fosters a more inclusive and effective educational experience for all students. Reading Comprehension has an impact on the National Assessment Test (NAT) delivered to Grade 6 learners.
In the discussions of DepEd Region V seminars, reading comprehension development among the learners should be given special preference in achieving high academic achievement. The demand, along with the academic achievement, was supported by the Department of Education through multiple programs that enhance the literacy and numeracy skills of the learners. The impact of the literacy and numeracy training programs in the reading comprehension development of the learners calls for the need for the participation of the school and family partnership.
This study explored the impact of school and family partnership on the reading development of Grade 6 pupils in Legazpi City District 2. Thus, this research assessed the various strategies, such as communication between teachers and parents, parental involvement in reading activities, and the integration of home-based learning, which influence learners' reading abilities. By studying the dynamics of this partnership, the study revealed effective practices that can enhance reading comprehension and promote greater academic achievement.
This study exposed the impact of school and family partnerships on the development of reading comprehension among Grade Six pupils. While situated within a specific local context, the research contributes to the international discourse on literacy by aligning with global education standards and examining how collaborative practices between schools and families can drive improvement in reading outcomes. Through this lens, the study not only addresses local educational needs but also adds to the broader conversation on achieving equitable and effective literacy education worldwide.
In conclusion, the study on school and family partnerships in reading comprehension development underscores the critical role that both the home and school environments play in shaping a child's literacy skills. When schools and families collaborate effectively, students benefit from a holistic support system that enhances their reading comprehension abilities. By fostering strong connections between educators and parents, and by tailoring interventions to meet the unique needs of Filipino children, we can ensure that all students are provided with the necessary tools to succeed in literacy development. Ultimately, a well-rounded and collaborative approach to reading education leads to improved academic outcomes and equips children with the skills they need for lifelong learning.
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