SCHOOL–HOME COMMUNICATION AND HOME LITERACY ENVIRONMENT AS PREDICTORS OF READING COMPREHENSION OF GRADE 6 LEARNERS IN BACULIN INTEGRATED SCHOOL, DIVISION OF SURIGAO DEL SUR: A DESCRIPTIVE–CORRELATIONAL STUDY

Education

This study examined school–home communication (SHC) and the home literacy environment (HLE) as predictors of the reading comprehension of Grade 6 learners at Baculin Integrated School, Division of Surigao del Sur. Anchored on Bronfenbrenner’s Ecological Systems Theory and Epstein’s Overlapping Spheres of Influence, it investigated the levels of SHC across frequency and timeliness, clarity and accessibility, channels of communication, feedback and follow-up, and parental involvement invitations; the level of HLE across availability of literacy materials, parental reading behaviors, shared reading activities, literacy-related interactions, and study support at home; learners’ reading comprehension based on Phil-IRI classifications; and the relationships and predictive effects of SHC and HLE on reading comprehension. A quantitative descriptive–correlational design was employed using total enumeration. Thirty-three (33) parents/guardians (one per learner) answered the SHC and HLE questionnaires, while learners’ reading comprehension was obtained from official Phil-IRI results. Descriptive statistics, Pearson correlation, and multiple regression were used at α = .05. Results showed high SHC overall (M = 3.41) and moderate HLE overall (M = 2.97). Phil-IRI results indicated 45.45% of learners at the frustration level (n = 15), 30.30% at the instructional level (n = 10), and 24.24% at the independent level (n = 8). SHC was significantly associated with reading comprehension (r = .42, p = .013), and HLE was also significantly associated with reading comprehension (r = .47, p = .006). Regression analysis indicated that SHC (β = .29, p = .041) and HLE (β = .41, p = .009) significantly predicted reading comprehension, explaining 29% of the variance (R² = .29). Findings underscore that strengthening home literacy routines and sustaining effective school–home communication may help improve Phil-IRI reading outcomes in rural public school contexts.

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