Author/s:
Tabbada-Rungduin, Teresita*
Philippine Normal University, Philippines (rungduin.tt@pnu.edu.ph)
Abulon, Edna Luz Raymundo
Philippine Normal University, Philippines (abulon.elv@pnu.edu.ph)
Fetalvero, Lucila R.
Philippine Normal University, Philippines (fetalvero.lr@pnu.edu.ph)
Suatengco, Rosarito Tatel
Philippine Normal University, Philippines (suatengco.rt@pnu.edu.ph)
Abstract:
Parental involvement has been seen as an integral component in a child’s success and the way teachers design their lessons integrate the essentials of literacy. This study explored activities parents undertake to teach their children how to read and the activities teachers design to promote literacy. The activities were correlated with the students’ performance in letter-recognition tasks. Results revealed that parents are aware of their roles in literacy development and are implementing activities at home that would enhance their children’s interests in reading. Likewise, teachers provide a myriad of activities that cater to the students’ reading needs. There were relationships between the reading materials found at home and the reading ability of the day care students.
Keywords: early literacy; parental involvement; teaching strategies
DOI: https://doi.org/10.5861/ijrse.2014.696
*Corresponding Author