Assessing the Home Literacy Environment as a Foundation for Enhancing the Literacy Skills of Grade Two Learners

Abstract

This study assessed the Home Literacy Environment (HLE) as a foundation for enhancing the literacy skills of learners. Specifically, it examined the status of the HLE in terms of physical environment, parent literacy habits, child literacy habits, parent–child interaction, and parental beliefs, as well as the learners’ literacy skills in word recognition, sentence reading, reading fluency, and comprehension. The study employed a descriptive–correlational research design and was conducted in a public elementary school setting. Using total sampling technique, the respondents consisted of five Grade Two teachers and 157 parents of Grade Two learners. Data were gathered through a Survey Questionnaire for Parents adapted from Buvaneswari and Padakannaya and the Comprehensive Rapid Literacy Assessment (CRLA) developed by Tancioco and Ortega-Dela Cruz. Statistical tools included frequency counts, percentages, weighted mean, and Pearson Product–Moment Correlation Coefficient. Findings revealed that the home literacy environment was generally supportive of literacy development, and learners demonstrated stronger foundational reading skills than higher-level reading competencies. The results indicated that home literacy conditions contributed meaningfully to learners’ reading development. The study concluded that strengthening home–school collaboration is essential in improving early literacy outcomes. Based on the findings, a Literacy Skills Enhancement Plan was proposed to reinforce parental involvement and support school- based literacy instruction.