Effect of Parents’ Profile on Role in Development toward Reading Capabilities and Attitudes

Input to Literacy Management Plan

Abstract

This study aimed to describe the role of parents in the reading activities and how it influences the development of reading habits and attitudes of the students. The study utilized a descriptive-correlational research which employed a researcher-made questionnaire to gather the perceptions of 115 intermediate pupils from San Roque Elementary School. Respondents were selected using purposive sampling. Pearson r was utilized to identify significant relationship between variables. Findings revealed that there is a significant and positive relationship among all the variables of parental involvement with reading capabilities except for reading assistance and reading speed. Further, significant and positive relationship was also found among all the variables of reading support and reading capabilities as to reading speed and reading level. Finally, the relationship between the role in the reading development to the reading capabilities and attitude were significantly moderated by education of the parents and the work status. The hypothesis stating that reading capabilities of the students is not significantly influenced by the parental involvement and reading support is rejected. Moreover, the hypothesis stating that the reading attitude of the students is not significantly influenced by the parental involvement and reading support is rejected. It was recommended that researchers may investigate the effectiveness of the literacy management plan created as output of this research in improving the reading capabilities and reading attitude of intermediate pupils.