Developing Learners Reading Habits: The Journey of Parents as Reading Facilitators

The major concern of the parents was related to children facing the problems due to sudden school closure and also talked about the loss of learning and its impact of reading habit, with the experiential view from the parents towards developing learners reading habits: the journey of parents as reading facilitators. Data were collected from 10 parents, and employed qualitative study with phenomenological approach. The findings of the study disclosed, based on first research objective which was about the experiences of parents in facilitating the learners reading habit, analysis revealed that emerging major themes after the data analyzed; strive to balance parent employment demands and learner needs, strenuous assisting more than one child learning at home, lack of balance, parent capability, and on how parents copes their experiences, like struggles, hardship and challenges on facilitating reading considering themes: maintaining a strict schedule, engaging in creative reading, keeping in reading, organizing daily routine reading, and for the educational insight drawn from the result of this study, themes were considered: tracking academic progress, valuing in reading habits, motivation strategy, and parents and teachers collaboration. Furthermore, the results of study is awareness on how parents can surpass, and would be a strong basis for school administrator as this comes as an opportunity to evaluate the effectiveness of different educational approaches and develop parents and teacher connectivity suited to specific educational needs, create program, and learning method directly to the presented problem.

Developing learners reading habits, journey of parents, and reading facilitators.

1. Ali, N. (2020). Students disappointed with online teaching system amid COVID-19. Retrieved from https://dailytimes.com.pk/587446/students-disappointed-withonline-teaching-system-amid-covid-19/ [Google Scholar] [Crossref]

2. CDC. (2020). Stress and coping. Retrieved from https://www.cdc.gov/coronavirus/2019 -ncov/daily-life-coping/managing stressanxiety.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019- ncov%2Fprepare%2Fmanaging-stress-anxiety.html [Google Scholar] [Crossref]

3. Chang, G. C., & Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. Retrieved from World Education Blog: https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries addressing-the-covid-19-challenges-in-education-a-snapshot-of-policy-measures/ [Google Scholar] [Crossref]

4. Dai, D., & Lin, G. (2020). Online home study plan for postponed 2020 spring semester during the COVID-19 epidemic: A case study of tangquan middle school in Nanjing, Jiangsu Province, China. Best Evidence in Chinese Education, 4(2), 543- 547 [Google Scholar] [Crossref]

5. Giannini, S., & Lewis, S. G. (2020). Three ways to plan for equity during the coronavirus school closures. Retrieved from https://gemreportunesco.wordpress.com/2020/03/ 25/three-ways-to-plan-for-equity-during-the-coronavirus-school-closures/Hasan, S. (2020). Schools close, children free -parents face a new conundrum. [Google Scholar] [Crossref]

6. Retrieved from https://www.dawn.com/news/1540682/schools-close-children-free-parentsface-new-conundrum Jinshan, H. (2020). Parents grapple with e-learning as Chinese schools stay shut. Retrieved from https://www.thestar.com.my/tech/tech-news/2020/02/24/parents-grapplewith-e-learning-as-chinese-schools-stay-shut [Google Scholar] [Crossref]

7. Lynch, (2018). Principles and Methods of Teaching. 2nd edition, Manila: Carlos P. Garcia Publishing Company. [Google Scholar] [Crossref]

8. Look’e P. (2017). Cooperative Learning: Teacher’s Differences through Cooperation. New York: McGraw-Hill Book Company. [Google Scholar] [Crossref]

9. Mehmish, Z. A., Ahmed, Q. A., Schlagenhauf, P., Doumbia, S., & Khan, A. (2020). No time for dilemma: Mass gatherings must be suspended. The Lancet. 395(10231), 1191-1192. doi: https://doi.org/10.1016/S0140-6736(20)30754-6 [Google Scholar] [Crossref]

10. Mitsuru, O., &Okutsu, A. (2020). Coronavirus forces Japan schools to grapple with online education. Retrieved from https://asia.nikkei.com/Business/Technology/ Coronavirus-forces-Japan-schools-to-grapple-with-online-education [Google Scholar] [Crossref]

11. Navarro, Rosita, et. al. (2014). Principles of Teaching and Instructional Technology. Quezon City: Katha Publishing Company, Incorporated. [Google Scholar] [Crossref]

12. Palardy, J. Michael. (2017). Teaching Today: Tasks and Challenges. New York: McMillan and Company. [Google Scholar] [Crossref]

13. Punch, C.H. (1998). Research and the Researcher. Englewood Cliffs, New Jersey: Prentice-Hall, Incorporated. [Google Scholar] [Crossref]

14. Razzaque, A. (2020). School's out. Retrieved from https://www.thenews.com.pk/ print/621813-school-s-out [Google Scholar] [Crossref]

15. RNZ. (2020). Covid-19 coronavirus: Teachers respond to challenge of online learnig. Retrieved from https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid =12319666 [Google Scholar] [Crossref]

16. Salas, B. (2018). Pedagogy in Teaching Learning. Quezon City: Publishing Company Incorporated. [Google Scholar] [Crossref]

17. Sandoval, J. et.al. (2017). New Design for Elementary Curriculum and Instruction. 2nd edition, New York: McGraw –Hill Book Company. [Google Scholar] [Crossref]

18. Secretary Leonor Magtolis Briones (May 8, 2020) – At the IATF Meeting presented the highlights of the draft Basic Education Learning Continuity Plan (BE-LCP), and the DepEd’s decision on the date of the school opening for SY 2020-2021.Smith, W. (2016).The Role of Modern Teacher. New York: Mcmillan Company. [Google Scholar] [Crossref]

19. Solis, Miguela M. & Florencio P. Fresnoza.(2018). Fundamental Principles of Teaching and Learning for Better Living. Quezon City. Eagle Publishing. [Google Scholar] [Crossref]

20. Streubert, J.(2018). Research Methods in Social Relationships. New York: Holt, Rinehart and Winston. [Google Scholar] [Crossref]

21. UNESCO. (2020). COVID-19 educational disruption and response. Retrieved from https:// en.unesco.org/covid19/educationresponse [Google Scholar] [Crossref]

22. UNESCO. (2020). COVID-19 Educational disruption and response. Retrieved from https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures [Google Scholar] [Crossref]

23. UNESCO. (2020, February 19). How is China ensuring learning when classes are disrupted by coronavirus? Retrieved from https://en.unesco.org/news/how-china-ensuringlearning-when-classes-are-disrupted-coronavirus. [Google Scholar] [Crossref]

24. Vasquez, K. (2017). Student Centered Approach to Proper Learning. Mandaluyong City: Rex Bookstore. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study