Parents’ Profile and Their Teaching Reading Support

Abstract

The ability to read is highly valued and important for social and economic advancement. This study aimed to determine the profile of the learners’ parents and their teaching reading support. Specifically, it sought to answer the parents’ profile in terms of age, educational attainment, reading proficiency, and number of children in the family. Moreover, it also aimed to determine parents’ reading skills as to availability of reading materials, interest of the child to read and time spent in reading at home. Finally, it also sought to check if there is significant relationship between the parents’ profile and their teaching reading skills. The respondents of the study were select 203 parents. Descriptive correlational research design was utilized with the use of an adapted and modified questionnaire. Stratified random sampling was used to determine the actual respondents with the aid of Slovin’s formula. Frequency, Percentage, Mean, Standard Deviation, and F-test (Analysis of Variance) were the statistical tools used in this study. Results showed that the parents’ profile was 38-42 years old with reading proficiency at Moderate Proficient Level, High School Level and have 1-3 children. Their teaching reading skills was at Low Level. Significant low to moderate positive correlation was registered between parents’ profile and their teaching reading skills. It is recommended that teachers and parents may create plans and activities that would further enhance the parents and learners’ level of reading skills for better performance and outcomes.