Home Reading Support, Literacy Skills and Reading Level of Learners

This study determined the relationship among home reading support, literacy skills, and the reading level of Grade 4 learners in one of the public elementary schools in the Division of Negros Occidental during the school year 2025–2026. A descriptive-correlational research design was employed involving 128 Grade 4 learners selected through simple random sampling from a population of 188. Data were gathered using a validated researcher-made questionnaire that measured home reading support and literacy skills. The instruments underwent content validation using Lawshe's (1975) method by five experts and was pilot tested respectively. Findings revealed that the learners received a high level of home reading support and demonstrated a high level of literacy skills, while their overall reading level was classified as very high. Moreover, home reading support showed a significant relationship with reading level, whereas literacy skills exhibited a significant relationship with reading level. The study concludes that strengthening literacy competencies and sustaining parental support at home play vital roles in enhancing learners' reading achievement and overall literacy development.

Education

1. Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2020). The relation between parents' involvement in children's schooling and children's adjustment: A meta-analysis. Psychological Bulletin, 146(9), 855–897. [Google Scholar] [Crossref]

2. Cervetti, G. N., Pearson, P. D., Palincsar, A. S., & Afflerbach, P. (2020). How the Reading for Understanding Initiative's research complicates the simple view of reading invoked in the science of reading. Reading Research Quarterly, 55(S1), S161–S172. https://doi.org/10.1002/rrq.343 [Google Scholar] [Crossref]

3. Delgado, P., Vargas, C., Ackerman, R., Salmerón, L., & Ibáñez, A. (2020). Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 30, 100335. https://doi.org/10.1016/j.edurev.2020.100335 [Google Scholar] [Crossref]

4. Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S25–S44. https://doi.org/10.1002/rrq.411 [Google Scholar] [Crossref]

5. Foorman, B. R., Beyler, N. K., Borradaile, K., et al. (2020). Foundational skills to support reading for understanding in kindergarten through 3rd grade (Educator's Practice Guide NCEE 2020-4008). Institute of Education Sciences. [Google Scholar] [Crossref]

6. González, L., Rodríguez, C., & Hernández, A. (2021). Home literacy environment and reading achievement in elementary school students: The mediating role of reading motivation. Frontiers in Psychology, 12, 729213. https://doi.org/10.3389/fpsyg.2021.729213 [Google Scholar] [Crossref]

7. Kim, Y.-S. G. (2020). Toward a comprehensive model of reading. Journal of Educational Psychology, 112(4), 708–724. [Google Scholar] [Crossref]

8. Kim, Y.-S. G., Petscher, Y., & Foorman, B. R. (2021). The relations of language and cognitive skills to reading comprehension. Reading and Writing, 34(7), 1727–1752. [Google Scholar] [Crossref]

9. Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en [Google Scholar] [Crossref]

10. Pascua-Valenzuela, A. (2025). Digital literacy and transformation in ASEAN: A call for education policy reforms. ASCC Research and Development Platform on the Future of Education. [Google Scholar] [Crossref]

11. Petscher, Y., Cabell, S. Q., Catts, H. W., et al. (2020). How the science of reading informs 21st-century education. Reading Research Quarterly, 55(S1), S267–S282. [Google Scholar] [Crossref]

12. Silinskas, G., Lerkkanen, M. K., Tolvanen, A., Niemi, P., Poikkeus, A. M., & Nurmi, J. E. (2020). Parental encouragement of reading and children's reading motivation and achievement. Journal of Research in Reading, 43(3), 327–345. [Google Scholar] [Crossref]

13. United Nations Educational, Scientific and Cultural Organization. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707 [Google Scholar] [Crossref]

14. UNESCO. (2024). Literacy for empowerment and transformation. [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