Abstract
This study investigates the influence of the home literacy environment (HLE), with a focus on parent-child interaction, on the early reading proficiency of learners. The findings demonstrate a significant relationship between active parental involvement and the development of essential literacy skills, such as syllable identification and familiar word reading. This aligns with existing research, emphasizing the critical role of shared reading practices in fostering children's literacy success. While factors such as the physical environment and parental beliefs showed no significant impact, the study highlights the importance of encouraging parents to actively engage in literacy activities with their children. These findings suggest that fostering a supportive home literacy environment can significantly improve children's reading abilities and lay a strong foundation for their long-term academic success.
https://doi.org/10.22057/wjher.4.3
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Journal: World Journal on Education and Humanities Research
Volume (Issue): 4(4)
DOI: https://doi.org/10.22057/wjher.4.3
Pages: 272-285Published: 10-22-2024Copyright: Copyright (c) 2024 Mary Grace Pon, Kaitlin Marie Opingo, Randy Mangubat, Veronica CalasangOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CitePon, M. C., Opingo, K. M., Mangubat, R., Calasang, V. (2024). Effects of the Home Literacy Environment on The Reading Abilities of Grade Two Learners. World Journal on Education and Humanities Research, 4(3),260-271. https://doi.org/10.22057/wjher.4.3
How to CitePon, M. C., Opingo, K. M., Mangubat, R., Calasang, V. (2024). Effects of the Home Literacy Environment on The Reading Abilities of Grade Two Learners. World Journal on Education and Humanities Research, 4(3),260-271. https://doi.org/10.22057/wjher.4.3
Call for Papers
Final Submission Date: 10th October 2024
Acceptance Notification Date: 30th November 2024