Influence of Home Literacy Environment on the Literacy Skills of Grade Two Learners

Abstract

This study assessed the influence of the home literacy environment on the literacy skills of learners. It examined the home literacy environment in terms of physical environment, parent literacy habits, child literacy habits, parent–child interaction, and parental beliefs, as well as learners’ literacy skills in word recognition, sentence reading, reading fluency, and comprehension. A descriptive–correlational research design was employed to describe existing home literacy conditions and determine their relationship with learners’ literacy skills without manipulating variables. The study was conducted at Can-asujan Elementary School in Barangay Can-asujan, Carcar City, Cebu. The respondents consisted of seventy-six (76) participants, including two (2) Grade Two teachers and seventy-four (74) parents from two Grade Two sections. Total Sampling Technique was used to select respondents directly involved in the learners’ literacy development at home and in school. Data were collected using a standardized parent survey adapted from Buvaneswari and Padakannaya (2017) to assess the home literacy environment and the Comprehensive Rapid Literacy Assessment (CRLA) developed by Tancioco and Ortega-Dela Cruz (2021) to measure learners’ literacy skills. Statistical tools employed included frequency count, percentage, weighted mean, standard deviation, and Pearson Product–Moment Correlation Coefficient. The results served as the empirical basis for the development of the proposed Literacy Skills Enhancement Plan.