Software Engineering

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Parent-teacher Collaboration Towards Enhanced Reading Comprehension of Learners


     

   Subscribe/Renew Journal


In this study, twenty randomly chosen Grade 2 pupils enrolled in San Pedro Elementary School for the academic year 2021-2022, along with their parents, participated in an eight-week action research project. Those pupils who were chosen fell on the frustration level wherein the result of Early Grade Reading Assessment (EGRA) - Pretest results for those who were chosen served as the basis for intervention. It was done to help pupils improve their reading comprehension skills through parent-teacher collaboration, as well as to teach parents and teachers that collaboration is a vital part that deserves enough attention. The researchers employed a descriptive-correlational research method to see if collaboration between parents and teachers might help pupils improve their reading comprehension skills. The collected data was statistically examined using t-test for correlated samples. In light of the study's objectives, the following findings are provided and discussed: (1) It was found that the students' reading comprehension performance has improved based on the results of the pretest and posttest. Furthermore, (2) the results revealed a significant difference on the reading comprehension of the learners between before and after exposure to parent-teacher collaboration. Lastly, (3) it is recommended that parent-teacher collaboration be prioritized in Continuous Improvement Programs that concentrate on reading comprehension skills in the primary grades.

Keywords

Early Grade Reading Assessment (EGRA), Reading Comprehension, Parent-Teacher Collaboration, Proficient Reader
User
Subscription Login to verify subscription
Notifications
Font Size

  • Benavides, N. & Guan, A.C. (2021). Parent-Teacher-Learner Collaboration in Facilitating Modular Instruction. United International Journal for Research & Technology, Vol. 2 (7).

  • Bilbao, M. M., Donguila, C. S. & Vasay, M. G.. (2016). Level of Reading Comprehension of the Education Students. ARETE, 4(1). Retrieved from http://ejournals.ph/form/cite.php?id=13762

  • Blair, S. L. (2014). Parental involvement and children's educational performance: A comparison of Filipino and U.S. parents. Journal of Comparative Family Studies, 45(3), 351-36. Retrieved from http://www.jstor.org/stable/24339542

  • Bocconi, S., Kampylis, P. G. and Punie, Y. (2012). Innovating Learning: Key Elements for Developing Creative Classrooms in Europe. Luxembourg: European Commission Joint Research Centre.

  • Carpenter, V. & Lall, M. (2005) Review of successful parental involvement practice for „hard to reach‟ parents. The London Institute of Education, London. doi:10.1002/9780470684795

  • Cimmiyotti, C. B. (2013). Impact of reading ability on academic performance at the primary level (Master‟s theses and Capstone projects. Paper 127). Dominican University, River Forest, IL.

  • Claessen, M., Dzidic, P., Boyes, M., Badcock, N., Nayton, M., & Leitao, S. (2020). Educators‟ Perceptions of the Impact of Reading Difficulties for Young People. Australian Journal of Learning Difficulties, 25, 51-64. https://doi.org/10.1080/19404158.2020.1734952

  • Dubeck M.M. and Gove, A. (2015). The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations. Int. J. Educ. Dev. http://dx.doi.org/10.1016/j.ijedudev.2014.11.004

  • Dewarle, J. (2014). Running Head: Parent-Teacher Collaboration and Literacy Development Parent-Teacher Collaboration: Sharing Knowledge to Support a Child‟s Literacy Development.

  • Feiler, A. (2009). Engaging „Hard to Reach‟ Parents: Teacher–Parent Collaboration to Promote Children‟s Learning. A John Wiley & Sons, Ltd., Publication.

  • Javier, D.R. & Jubay, R. (2019). Exploring Parent-Teacher Collaboration to Improve Students‟ Vocabulary Skills: An Action Research. International Journal of Linguistics, Literature and Translation, Vol. 2 (5). doi: 10.32996/ijllt.2019.2.5.22

  • McMahon, A., (2010). The Impact of Parent Involvement on Children‟s Reading Achievement and Effective Methods of Increasing Parent Involvement.

  • McWayne, C., Hampton, V., Fantuzzo, J.,Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363-377.

  • Miñoza, M. & Montero, M. (2019). Reading Comprehension Level Among Intermediate Learners. Sci. Int. (Lahore), 31 (3), 561-168.

  • Okorie, E., Onwuka G., & Uloh-Bethels, A. C. (2015). Reading Readiness Deficiency in Children: Causes and Ways of Improvement. Journal of Education and Practice, 6(24)39-41. doi:https://www.researchgate.net/publication/281460792_Reading_Readiness_Deficiency_in_Children_Causes_and_Ways_of_Improvement

  • Pomerantz, E. M., Moorman, E. A. and Litwack, S. D. (2007). “The How, Whom, and Why of Parents‟ Involvement in Children‟s Schooling: More is Not Necessarily Better.” Review of Educational Research, issue 77, pp. 373–410.

  • Porter, L. (2008). Teacher-parent collaboration. Early childhood to adolescence. Camberwell: ACER Press.

  • Sahiruddin, S., & Herminingrum, S. (2021). Developing Reading Literacy through Parent–Teacher Partnership Program in Indonesian Primary Schools. KnE Social Sciences, 5(3), 338–349. https://doi.org/10.18502/kss.v5i3.8556

  • Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington D.C.: National Academy Press.

  • Suson, Roberto & Baratbate, Christna & Anoos, Wilfredo & Ermac, Eugenio & Aranas, Amelia Girly & Malabago, Nolasco & Galamiton, Narcisan & Capuyan, Dennis. (2020). Basic Reading Comprehension in Philippine Settings. Universal Journal of Educational Research. 8. 3814-3824. 10.13189/ujer.2020.080904.

  • Tomas, M. , Villaros, E. and Galman, S. (2021) The Perceived Challenges in Reading of Learners: Basis for School Reading Programs. Open Journal of Social Sciences, 9, 107-122. doi: 10.4236/jss.2021.95009.

  • USAID, 2012. Country Development Cooperation Strategy. 2012 – 2016. http://www.usaid.gov/sites/default/files/documents/1861/CDCS_Philippines_FY2012-FY2016.pdf


Abstract Views: 292

PDF Views: 0




  • Parent-teacher Collaboration Towards Enhanced Reading Comprehension of Learners

Abstract Views: 292  |  PDF Views: 0

Authors

Abstract


In this study, twenty randomly chosen Grade 2 pupils enrolled in San Pedro Elementary School for the academic year 2021-2022, along with their parents, participated in an eight-week action research project. Those pupils who were chosen fell on the frustration level wherein the result of Early Grade Reading Assessment (EGRA) - Pretest results for those who were chosen served as the basis for intervention. It was done to help pupils improve their reading comprehension skills through parent-teacher collaboration, as well as to teach parents and teachers that collaboration is a vital part that deserves enough attention. The researchers employed a descriptive-correlational research method to see if collaboration between parents and teachers might help pupils improve their reading comprehension skills. The collected data was statistically examined using t-test for correlated samples. In light of the study's objectives, the following findings are provided and discussed: (1) It was found that the students' reading comprehension performance has improved based on the results of the pretest and posttest. Furthermore, (2) the results revealed a significant difference on the reading comprehension of the learners between before and after exposure to parent-teacher collaboration. Lastly, (3) it is recommended that parent-teacher collaboration be prioritized in Continuous Improvement Programs that concentrate on reading comprehension skills in the primary grades.

Keywords


Early Grade Reading Assessment (EGRA), Reading Comprehension, Parent-Teacher Collaboration, Proficient Reader

References