Teacher-Driven Practices and Home Literacy Support as Predictors of Reading Attitudes among Early Grade Learners

This study examined how teacher-driven practices and home literacy support influence the reading attitudes of early-grade learners during the implementation of the Four-Pronged Approach in selected public elementary schools in Iligan City, Philippines. Using a quantitative repeated-measures design, data were collected from Grade 1 learners across three measurement phases during the implementation of a reading intervention program. Survey instruments were used to measure reading attitudes, teacher-driven practices, and home literacy support. Repeated-measures ANOVA and moderated multiple regression analyses were employed to analyze the data. Findings revealed gradual positive trends in learners’ reading attitudes across the intervention phases, although the changes were not statistically significant. In contrast, teacher-driven practices and home literacy support demonstrated significant positive changes over time. The interaction between teacher-driven practices and home literacy support significantly predicted learners’ final reading attitudes, suggesting that supportive classroom instruction and home literacy environments jointly contribute to the development of positive reading attitudes among early-grade learners. These findings underscore the importance of sustained literacy support across school and home contexts in fostering early reading engagement and literacy motivation.

Reading Attitudes; Home Literacy Support; Teacher-Driven Practices; Early Grade Learners; Literacy Engagement

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