DEVELOPING BEGINNING READING SKILLS: A PARENTS PERSPECTIVE

An Educational Research Presented to the Faculty

of COLLEGE OF EDUCATION

In Partial Fulfillment in the Requirements for the subject

EDUC 11 Student Teaching

Abangan, Shene Karla

Baluyot, Janice
Catipay, Kiershe
Dairo, Maria Stella
Loren, Ledelou
Medez, Zheena Mae
Parojinog, Normandell
March 2013

ACKNOWLEDGEMENT

We would like to acknowledge and extend our sincere appreciation to the

persons who made the achievement of our research possible.

To our ever supportive parents. Who provided us financial assistance, for

their encouragement, understanding, patience, uplifting support and
consistent prayer throughout the year;

To our Practicum Supervisor, Prof. Jennifer P. Dequito who guided and

supported us while we completed the research. We are thankful for the
invaluable feedback and effort you have invested in our work;

To the College of Education (CED) dean, Dr. Bonifacio Gabales, for giving
us provision to create this research paper. We appreciate your commitment
to excellence.

To San Roque Central Elementary Principal, Mrs. Thelma J. Elizario, who

approved by authorizing us to conduct our study.

To all teachers and parents in Grade 1, who participated in this research,

we will never be able to repay you. Your willingness to pour out your
thoughts, feelings and ideas in our interview sessions are something that
we hold forever.

Above all, we would like to thank the Lord for giving us the strength and
courage to get to where we are today. Without His guidance and constant
signs of spectacular gift He has given us, we are not sure we would be on
this path in life.

ABSTRACT

A crucial level in the Developmental Stages of Reading is to identify the

abstract on how to create strategy to enhance the development of a child. This
study also created its simple base on children identified as being at-risk for
reading problems, not all children in general. Research suggests the best way to
approach reading development is through collaboration between schools and
parents. Children wont develop their knowledge and comprehension in reading
without the support of parents and teachers. Both parents and teachers have a
big role to enhance the learning style of children most especially in reading.
Research could be used to find ways to help parents be involved and provide
appropriate home support without needing to spend extensive time training.
Parents informal and formal interactions can support early literacy acquisition, it
did address whether or not parents were given information as to how their
knowledge was helping their child.

CHAPTER 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction
The childrens success as learners rests on their ability to read well. Learning to
read is a process that takes time and effort. At first, children hear stories and poems,
learn the alphabet, understand how speech and print go together, and learn that printed
words mean something. After much practice, children soon read and understand many
books and stories. In their growth as readers, children move from learning to read in
the early grades to reading to learn in the upper elementary grades and beyond. .
Apparently, most important finding in some countries, among all the parent
involvement practices, the percentage of variance explained was greater for minority
children than for European-American children and for poor children than for the nonpoor children. Although educational resources at home were highly circumscribed in
both low-income and minority (especially black and Hispanic) families, the good news is
that a stronger relationship was found among school involvement, home resources, and
early literacy for these children. Furthermore, Russo and Copper (1999) cited evidence
demonstrating that the family is no longer the silent partner in urban schools in the U.S.
they suggest that recent polls and actions indicated a movement towards a greater
involvement and voice on the part of parents with children in urban schools.
Moreover, schools must understand that lack of participation by parents does not
necessarily mean that they are neglecting their responsibilities. In the Philippine context,
one of the major issues or reason for lack of involvement is embarrassment. The
parents may be illiterate or unable to speak English. This could make communication
difficult if not impossible. Another source of embarrassment is memories of the parents
failure in school. The parent would not have much desire to return to a place that only
served to remind him of his own failures (Brink & Chandler, 1993; Smith, 1991). In the
addition, the parents simply may not have the time, resources, or know-how to help out.

Also, parents may not believe that they have any knowledge that the school is
interested in knowing. This is especially true when the parent may not have a great deal
of education (Dixon, 1992; Vandergrift & Greene, 1992).
Statement of the Problem
1. What is the parents perspective of developing beginning reading skills?
2. What strategies/approaches are perceived by the parents effective in developing
beginning reading skills?
Significance of the Study
This study is important to the Grade 1 teachers in San Roque Central Elementary
School, for they will know the impact of parents perspective in the beginning reading of
the Grade 1 pupils. Nevertheless, the parents will be aware of the needs of their
children in terms of beginning reading. Additionally, it will also give the teacher valuable
insights and opportunities on the involvement of parents in promoting the beginning
reading of their children. The results of this study will benefit the following:

Parents. They will be able to know the appropriate methods and strategies in
assessing the development of the childrens beginning reading skills.

Students. They will know their strengths and weaknesses in their reading
abilities. Also, they will develop their skills in reading such as identifying the
alphabet, words (service words or basic sight words) and comprehension skills.

Teachers. Their works and responsibilities in terms of remediating reading

problems will lessen. There will be a progress in improvising varied reading
activities and strategies.

Policy maker/government agency concerned. This study will serve as their

preference in making an act that will help each learning institution to increase the
reading proficiency of the learners.

Community. The study will help the community to eradicate illiterate children
(e.g. street children)

Principals.

The study will help them to implement programs (e.g. seminar/

workshop) that would help the parents and teachers to know the appropriate
assumption in reading readiness problem.
Review of Related Literature
This section presents and discusses current legislation as it pertains to literacy
development or beginning reading, the importance of early intervention, and why
parents need to be involved in early literacy development. The processes involve in
learning to read will be explained, as well as the current methodology being used by
teachers in the early elementary grades. Finally, there will be a critical analysis of the
limitations of current research.
Beginning reading

What is beginning reading?

What skills comprise beginning reading skills

Why is developing the beginning reading skills important?

Parents viewpoint is undoubtedly important to the progress of the child since

learning to read is a complex process that involves a variety of skills and abilities,
therefore, parents must provide many learning experiences for their children with the
purpose of their background knowledge to be used to foster their education. According
to Sadker and Sadker (1994, pp. 103) before the invention of formal education, the
home was the only school and parents and grandparents were the primary teachers,
and that not all children were privileged to learn to read and write, because not all
parents were educated enough to teach those skills. However, values, manners, social
graces, and even vocational skills were handed down to children through cultural
norms. It only means that the influence of parents may motivate or hinder childrens
academic progression and may amend their attitudes toward schools & teachers. On
the other hand, parents perspective regarding the beginning reading skills of children
perhaps greatly affect the academic performance development of their own child, this
was agreed by some researchers like Lonigan and Whitehurst (1998) who conducted an

intervention study designed to increase the vocabulary skills of 3- and 4-year-old

children. Teachers and parents were trained to read to the children using dialogic
reading in which they were encouraged to pose questions to the children. Lonigan and
Whitehurst found that the intervention was most effective when parents as well as
teachers were trained. Correspondingly, Leslie and Allen (1999) found that the degree
of parental involvement in a reading intervention for children in grades 1 through 4 who
were nonreaders or were behind by one or two grade levels predicted children's reading
growth. In addition, Swick (2007, p. 4) provides preliminary evidence that close and
trusting relationships between parents and teachers can foster childrens school
readiness skills. The results can be used to develop more effective school readiness
interventions for families of young children.

While many people believe that reading instruction begins in the first grade, research
has shown that the years before formal education have just as much impact on a childs
reading development (Faires et.al. , 2000). Parents can play a large role in preparing
their child for reading instruction. Successful readers have a strong foundation created
for them. According to FairesA children who are provided with many opportunities to
experience literature through stories, rhymes, and oral language most often develop a
love for reading.
According to Dickinson and McCabe, 2001 another study identified four environmental
factors childrens development of early literacy skills. Book reading between adults and
children is key to the support needed from parents. In relation to that factor is the
opportunity to visit museums, parks, and libraries. Third, parents should model activities
such as reading various types of print from books to newspapers. Finally, social
interaction and conversation can provide children the chance to expand their
vocabulary.
Faires conducted the study focused on the interactions and communication
between parents and teachers during the early elementary grades. They suggest that
parents must become partners in the development of successful reading skills. In this

study, parents were trained in using components of the Reading Recovery Program, a
direct instruction reading program use to help at risk children. According to Faires et al.
parents should be provided with the specific strategies to use, an opportunity to use
their thoughts, and training on how to use specific procedures. One way to
communicate the skills of level of the students on a regular basis to parents is through
the use of Curriculum Base Measurement.
Curriculum Base Measurement is a set of fluency measures use to assess
academic growth ( Shinn and Bomonto,1998). The purpose for the development
of CBM was to provide teachers with system to a.) Accurately measure academic
growth,b.) Provide a way to measure the success of learning programs, and c.)
Create better academic program ( Fuchs and Fuchs,2002). The measure is use
in reading, spelling writing and mathematics. Scores provided by CBM are
referred to as performance indicators and are used to determine the level of
competency in a given domain.
It is clear that parents do play an important role in their children's progress
in learning to read. Particularly during the emergent literacy stage, parents have
a strong effect on the child's growth and development in terms of factors involved
in the reading process. Educators have not tapped parents as a resource in
insuring children's successful growth in reading. What is called for is a stronger
relationship between schools and parents working together to prepare children
for learning to read. The programs cited in this paper serve as a guide for what
can be done. Each school system needs to design and implement a program
appropriate for its community. Children can only stand to benefit by such
programs and, feasibly, many of the reading programs schools are challenged
with will be reduced.

*Before the days of community-supported schools, parents were the

primary reading teachers of their children. This was of course, if the parents
could read themselves. Once schools became established, parents generally

relinquished the responsibility for teaching their children to read in the schools.
Despite the fact that today most parents know how to read, too often they take a
very inactive role in their children's reading development. So we decided to
conduct an action research entitled Developing Beginning Reading Skills: A
Parents Perspective. Beginning reading is a process in which learners learn to
decode the alphabet, recognize words and service words and the basic
comprehension skills. These skills are integrated in reading period and these are
found on the major skills. The interaction between the parent and child from birth
entails a complexity of behaviours, attitudes, and feelings which can either foster
or obstruct learning. As Margaret Weiser (1974) states, "We are finally becoming
convinced that children learn long before they go to school; in fact, learning may
be said to begin the moment a child is born." A child's interest in reading is
another important factor in learning to read. Parents and the home environment
figure heavily in whether or not this interest is developed. The availability of
reading material in the home is certainly a necessity in developing a child's
interest in books and reading. Sheldon and Carrillo (1952) investigated the
relation of parents and the home environment and certain developmental
characteristics to children's reading ability. One significant finding of their study
was the relationship between availability of books in the home and reading
achievement. It was determined that as the number of books in the home
increased, the percent of good readers increased. However, as Weiser (1974)
claims, being surrounded by books are not enough to fully develop a child's
interest in books. The child needs the attention and positive attitudes of an adult
who interacts with him using books. By reading to the child, answering his
questions, asking him questions, interpreting the author's message, pointing out
important elements of the stories and pictures; parents are helping to develop the
child's love of books and reading which is so important in motivation to learn
how to read. In addition, by reading books to them, parents provide the child with
a reader model. This type of elementary experience with books serves to enhance
a child's opportunity to be successful with reading.

*Parents

involvement

is

linked

to

children's

beginning

reading

skills

development. It represents the parents in taking an active part in their childrens

education, both in the home and in the school. The important influence of parents and
the home environment on the developing child provides educators with a resource to
ensure children's successful growth in reading. However, the responsibility for children's
reading development lies neither solely on the parents nor the schools, but rather must
be shared by both. It is the belief of Rose and Nicholl (1997) that parents make a
difference in their childrens education, as they know their children better than the
teachers know them. They also believed that the amount of parental support and
encouragement that young children receive or do not receive is a key factor in their lives.
Moreover, they also believed that the school should engage families in the transition
process as it prepares children for formal education.

Theoretical Framework
This study is anchored on the theory of developing Reading skills and Parents
perception. The theories that support are the bottom-up theory in reading, Lev
Vygotskys Social Development and Jerome Bruneirs Theory on Language Acquisition
Support System (LASS).
The first theory is the bottom -up theory which was associated by a method
called Phonics. This method requires the learner to match letters with sounds in a
defined sequence. According to this view, reading is a linear process by which readers
decode a text word by word, linking the words into phrases and then sentences (Gray
and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the
emphasis on behaviourism treated reading as a word-recognition response to the
stimuli of the printed words, where little attempt was made to explain what went on
within the recesses of the mind that allowed the human to make sense of the printed
page. In other words, textual comprehension involves adding the meanings of words to
get the meanings of clauses (Anderson 1994). These lower level skills are connected to
the visual stimulus, or print, and are consequently concerned with recognizing and
recalling.

Parents and teachers who believe that bottom-up theories fully explain how
children become readers often teach subs kills first: they begin instruction by introducing
letter names and letter sounds, progress to pronouncing whole words, then show
students ways of connecting word meanings to comprehend texts. Although bottom-up
theories of the reading process explain the decoding part of the reading process rather
well, there is certainly more to reading than decoding. To become readers, students
must compare their knowledge and background experiences to the text in order to
understand the authors message. Truly, the whole purpose of reading is
comprehension.
The second theory is Vygotskys Social Development Theory which has been
influential in many cognitive studies over the past decades. Much of his theory revolved
around the significance of the role of the society to the learning process a child
undergoes. Vygotsky believed that culture and other important social factors are the
frontrunners of a childs cognitive developmentopposing Piagets view on the content
of development, as the latter underestimated social factors as major contributors to
such development. Vygotsky argued further that "learning is a necessary and universal
aspect of the process of developing culturally organized, specifically human
psychological function".
The third theory that will support this study is the Language Acquisition Support
System (LASS) by Jerome Seymour Bruner. The LASS is the idea that caregivers
support their children's linguistic development in social situations, by interacting and
encouraging the child to respond (by pointing, asking questions). By experiencing good
quality interaction with caregivers (parents and teachers), children learn to take a more
active role in social situations. The importance of Bruner's theory is highlighted by
extreme cases of deprivation ('feral children'), where children who have not experienced
interaction with caregivers early on in life have subsequent difficulties acquiring
language later on. It is thought that there is a 'critical period', where if children do not
experience caregiver interaction by a certain stage in development, their linguistic
abilities will never develop fully. In that case, Bruner indeed gives huge importance to
language, as a powerful tool that will help learners understand abstract concepts
materials that are hard to translate exactly to images and iconsand will also help

greatly in the transposition of the learning capacity of children, from relying only on
images and appearances to understanding freely subjects even with words. This kind of
cognition, though very complex, is flexible for it will help the learner acquire more
advanced knowledge.
Bruner, just like Vygotsky, highlighted the need for adults, such as older siblings
and parents, to play an active role in helping the learner. Scaffolding, as introduced
above, is very similar to Vygotskys zone of proximal development (ZPD). In Bruners
words, scaffolding refers to the steps taken to reduce the degrees of freedom in
carrying out some task so that the child can concentrate on the difficult skill she is in the
process of acquiring, a process which involves interaction between the learner and an
older more knowledgeable person.
This study aims to gather views from parents and teachers on reading abilities of
learners on their early stages of schooling. And these theories directly and indirectly
support this study, with Bruners theory on LASS being the closest. McMahon (1996)
conclude that by engaging their children at an early age in reading and allowing children
to observe those around them engaged in reading activities, parents can help foster a
lifelong passion for reading that leads to benefits in all areas of development as the
children grow older.

Conceptual Framework
VARIABLES
Independent Variable/s

PARENTS
PERSPECTIVE IN
DEVELOPING THE
BEGINNING READING
SKILLS OF THEIR
CHILDREN

Dependent Variable/s

BEGINNING READING
SKILLS Of GRADE 1
STUDENTS:

a. Letter recognition
b. Word recognition
c. Service words
recognition
d. Basic
comprehension
skills

Figure 1. Conceptual paradigm of the study

The variables of the study

Figure 1 presents the conceptual framework of the study. The dependent variable of
the study is the BEGINNING READING SKILLS of grade 1 students, concluded by the
parents response from the survey questions that the researchers made, in developing
their child reading skills like:

a. Letter recognition
Letters or alphabets are best taught when sounds have been mastered. Letter
recognition denotes to the skill in identifying by initially presenting the letters in
jumbled order to ascertain whether the learners are really able to associate the
sound (phoneme) and the graphic shape (grapheme).

b. Word recognition
Word recognition refers to the ability to identify, read and analyze the meaning
attached to the word. Principally, it is a basic foundation skill in reading upon
which learning of advanced reading skills depends.
c. Service words recognition
Service words or the basic sight words are taught to enable the children to read
phrases and sentence this include the following: articles (a, an, the); pronouns
(he, she, I); prepositions (on, in, for, under); conjunctions (and, but); verbs (has,
does).
d. Basic comprehension skills
A basic comprehension skill encompasses four categories of comprehension
skills

and

sub-skills. These

are:

literal-thinking

operations,

inferential-thinking

operations, critical-thinking operations, and creative-thinking operations. These skills

can be translated into specific terms that students are familiar with. Comprehension
skills include the ability to: identify main ideas, recognize details, develop mental
images, make inferences, predict outcomes and read critically. Comprehension is the
means by which appreciation skills are gained.
The independent variables of the study are PARENTS PERSPECTIVE IN
DEVELOPING THE BEGINNING READING SKILLS of their children.
Research Questions
For the last decade there has been a renewed focus on improving the instruction
of children at risk for not learning to read well. Students who do not learn to read early in

the first and second grades find themselves trapped in a maze when they cannot read
to learn. In this research material, the researchers would like to know how the parents
involvement affects their children in developing the beginning reading skills of their
children.
Specifically, it sought to answer the following questions:
1. What are the approaches do parents apply to develop the beginning reading
skills of their child/children?
2. Which approaches are effective in developing the learners beginning reading
skills?
3. Is there a significant relationship of the parents perspective on developing their
childrens beginning reading skills?

Assumptions
The researchers assume that the parents perspective in the development of
the beginning reading skills of their children is significant.

CHAPTER II
METHODOLOGY
Presented in this chapter are the methods used in the study, the research
design, participants and sampling design ,research instruments and data gathering
procedures that include seeking permission, selection of respondents, construction and
validation of questionnaire and test questions, data collection and data analysis.
Research Design
The study utilized the qualitative approach to research particularly the mixed
method design. The said approach is alleged to be the principal rationale of the study to
figure out the parents perspective in the development of beginning reading skills of their
children. Teachers and Selected parents from different sections in Grade one were
asked to fill up the survey questionnaire. In this sense, the researchers made used of
the triangulation design which mainly involved the teachers, parents and pupils.
Triangulation is a powerful technique that facilitates validation of data through cross
verification from more than two sources. In particular, it refers to the application and
combination of several research methodologies in the study of the same phenomenon.
The researcher used this design to increase the credibility and validity of the results.
Participants and Sampling Design
RESPONDENTS

The respondents of this action research were parents of Grade 1 pupils and
Grade 1 educators in San Roque Central Elementary School. They are mainly
comprised of 5 parents in each grade 1 section that will come out of thirty-five (35)
parentages and seven (7) teachers. In this study, parents are primarily involve and
focused due of their perspective in developing their childrens beginning reading skills.
Also, teachers are included to validate and explain the intuition of the parents about
beginning reading strategies used. Furthermore, in this research, stratified sampling
design is used in order to highlight specific strategies or information that were obtained.

Research Instrument
Survey Questionnaire Form. This instrument is where the indicators are
found and are listed under each factor. Indicators are the approaches and/or situations
mostly encountered by parents in teaching their child, especially in developing their
beginning reading skills. Furthermore, the data gathering instrument used in this study
was set of survey questionnaire-checklist for parents and teachers. The survey
questions were especially made by the researcher to be used in the study, the
instrument used in identifying the different approaches were the source in identifying
effective approaches in developing beginning reading skills of their children. There are 4
questions for both parents and teachers. Each item has a 6-5 indicator which has to be
check based on the responds the parents and the teachers. Each part of the questions
requires factual responses. The respondents have to recall specific information s (he)
has previously learned or used.
Data Gathering Procedure
The procedures of this study include the following:
Asking permission from the Principal to conduct the study. The researcher sought
permission from the office of the principal of SRCES in SR district through a written
request to conduct a study on the Development of Beginning Reading Skills of the
Grade 1 pupils in relation to their parents perspectives.

Formulating the research instrument. The research instrument created through

profound research and analysis that based on the respondents.

The researchers

formulated the survey questionnaires with validation of the Practicum Supervisor. The
researcher had reviewed the RRL and studies that made them see the problem which
was also the basis of construction of survey questionnaire and test questions developed
by the researchers The questions designed by the researchers aims to get the
perceptions of the respondents about the level of involvement in the reading readiness
of their Grade 1 children. The level of involvement of parents was also measured
through the result of test on the reading readiness of Grade 1 children
Submitting the research instruments for content validation by the experts. The
research instruments are sets of questions composed of different skills and approaches
that affect beginning reading skills of the pupils. All appropriately fulfilled questionnaires
were retrieved, prepared, organized and compiled for analysis of data.
Piloting the research instruments to determine its reliability index. . The
researchers determine the skills that are commonly used /observed by the respondents.
Most respondents choose the skills that are familiar to them. These results are reflected
on a given data. However, there are skills where the respondents are found it not so
commonly familiar to them. Most of the skills that are mostly chosen by the parents are
those skills that are easy for them to achieve and manipulate. On the other hand, the
skills that are frequently chosen by the teachers skills that they execute / implement in
school or during their classes.
Data Analysis
Findings and Discussions
Table 1. Parents Survey Questionnaires Results
Beginning
Reading
Skills
(Number
of Items)
1
2

Strategies (Choices)
A

27
29

24
28

27
21

26
26

25
21

27
17

N/A
N/A

3
4

28
26

24
28

20
20

21
15

17
23

N/A
N/A

N/A
N/A

Table 1 shows the perception of parents in developing beginning reading skills in

answering the Parents Survey Questionnaires. There are four items on which shadows
the four beginning reading skills namely the letter recognition, word recognition, sight
word and basic comprehension skills. Every test items comprises either six or seven
strategies to be chosen. 35 parents were taken as the respondents whom were divided
from 7 sections in first grade. Based from the table it shows that the strategies which
was used commendably as a tools in parents perception in developing beginning
reading skills were obviously a materials easily administer in home. Similarly in letter
recognition, many parents chose using video clips to help their child learn the alphabet.
They also include songs, rhymes and jingles and alphabet book as their tools. In word
recognition, parents dominantly pick out the strategy sound out the words. On the other
side, in learning sight words, they chose the common strategies; these are the picture
clues and flash cards. In basic comprehension skills they chose the strategy answering
WH questions.

Table 2. Teachers Survey Questionnaires Results

Beginning
Reading Skills

Strategies/ Approaches (Choices)

(Number of Items)

N/A

N/A

N/A

N/A

N/A

N/A

Table 2 represents the response of the teachers as one of the respondents of the
study. The survey questionnaires for parent and teachers are the same because the

researchers wanted to have uniform variables as their basis for their study. There 7
teachers which corresponds to the 7 sections of the Grade 1 students and who were
asked to answer the said survey questionnaires. Conversely, the results showed that
teachers are more into using songs, rhymes, and jingles; using flashcards and using
letter cards in teaching letter recognition. Teachers also keen on using CVC pattern in
educating the child about word recognition. They also interested in teaching sight words
by imitation/repetition and intent in throwing WH questions to help their students learn
the basic comprehension skills.

Conclusion and Recomendation

APPENDICES

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