ESSENCE OF READING SUPPORT AT HOME: FROM THE EXPERIENCES OF PARENTS IN THE EARLY LITERACY OF STUDENTS

English

This qualitative study aimed to explore parents’ and guardians’ understanding and support for early literacy development at home among kindergarten to grade 3 pupils in Katipunan Elementary Schools in Loreto, Agusan del Sur. Using a phenomenological approach, the study gathered in-depth insights from selected parent participants through semi-structured interviews. The findings were presented based on four major research questions: Parents understood early literacy as the child’s ability to read, write, and recognize letters, often shaped by formal schooling and daily exposure to literacy tasks. The parents’ awareness of their child’s literacy level was informed by observable behaviors such as letter recognition, word reading, and writing skills. In supporting early literacy, parents used individualized strategies including motivational techniques, flexible schedules, and integration of literacy into daily routines. Parents recognized the value of early literacy in boosting school readiness, confidence, and learning independence, and advised others to make literacy learning fun, consistent, and meaningful. The study concludes that parents play a pivotal role in shaping early literacy through their understanding, observation, and hands-on involvement. It is recommended that schools strengthen home-school partnerships by providing parents with ongoing training, literacy resources, and structured support to enhance early literacy outcomes.

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