Cainta Catholic College

Cainta, Rizal

“Impact of Parental Involvement on Reading Skills of Grade 4 pupils at Cainta

Catholic College”

A thesis

Presented to
The Faculty of the College of Education
Cainta Catholic College
Cainta,Rizal

In Partial Fullfilment

Of the requirements for the Degree

Bachelor of Science in Elementary Education

Jumaryse R.Marabut

Bachelor of Elemenatary Education

 Chapter 1

INTRODUCTION

“Do not handicap your children by making their lives easy.”(Robert Heinlein)

Children who are raised by their parents will grow up still dependent to their

parents. There are different types of handicaps I think a blind person or someone in a

wheel chair would realize that they were talking about a different handicap. If children

grow up with everything handed to them they would be handicapped. They wouldn't be

able to function or figure out how to do anything on their own.

Let your kids learn to do things on their own, let them understand that there will

also be disappointments, that they won’t get everything they want, that they have to

work hard to get things they want. Don’t buy them every damn thing you come across,

they will never realize its value then. Except for essential stuff, let them take time to

come across other things, let them feel a need for it, let them ask you, sometimes even

plead you, and if you find it useful for them, only then get it for them. Their happiness

will know no bounds then, and they will also learn to preserve it, for they will know its

value, the efforts they took to get it.

Teach them to do their minor tasks on their own, like putting on their clothes,

shoes, folding their dress, to sit in one place and eat on their own, to keep things back

in place. For every task you do for them, see if they have the physical and mental ability

to do it on their own, if yes, teach them do it themselves. When your kids misbehave

punish them and teach them that this is not done. They won’t know it till you teach them.

Punish them doesn’t mean you take a stick and start hitting them. You have to show
your very strong disapproval of what they do right there at that moment, raise your voice

and they will understand it. Start doing it at a very early age, and you won’t have a

difficult time teaching them how to behave. If they still are not listening, then try denying

them what they love every time they misbehave. If you laugh it off saying that your kid is

naughty or mischievous, that’s what they will grow up to be, and it will be too late if you

try to teach them later.

“Don’t let what you can’t do stop you from doing what you can do.” (John

Wooden)

Sometimes we make things more complicated than they really are. Sometimes we focus

on all the wrong things. Focus on what you can do, right now, where you are.

Rules and regulations governing the implementation of republic act no. 9255 (An

Act Allowing Illegitimate Children to Use the Surname of their Father, Amending for the

Purpose, Article 176 of Executive Order No. 209, and Otherwise Known as the "Family

Code of the Philippines") this law as related to my thesis, it is about the right of the child

to be legally recognized by his/her father. Illegitimate means born of parents who are

not married to each other.

Children have difficulties in reading, they have failed in school because of

difficulties in reading. An analysis of decades of research about how young children can

best learn to read indicates that these difficulties can be prevented. Children have to

apply their existing knowledge and experiences to reading tasks in addition to using

reading skills such as reading comprehension and decoding. The home environment is
an important setting for acquiring literacy knowledge because children typically have

opportunities at home to observe literacy activities of others, to engage in joint reading

and writing activities with other people, and to benefit from direct teaching by family

members. Possibly due to the varying home literacy environment, children enter school

with different levels of preparedness to benefit from educational experiences. This

chapter will discuss background concerning the impact that affect children’s academic

success including parental involvement, and questions will be given.

Background of the study

Successful parent involvement can be defined as the active participation of

parent in the education of his or her child. Parents can be involved at home-by reading

with their children, helping with homework, and discussing school events-or at school,

by attending functions or volunteering in classrooms. Schools with involved parents

engage those parents, communicate with them regularly, there is an achievement gap in

average literacy performance between elementary aged and incorporate them into the

learning process. According to Krieder, & Weiss that students of more and less

educated mothers for low family involvement levels, this gap is nonexistent for high

family involvement levels. Among preschool aged children, minimal supervision and

involvement with children is associated with children’s underdeveloped vocabulary and

phonemic awareness skills (Rush, 1999). Maternal expectations are also predicted as

school adjustment. Mantzicopoulos conducted a study for children and their mothers.

The study examined the contribution of family variables to children’s pre academic

competence as defined by four criteria. Results found that maternal education predicted
academic achievement and teacher-rated competence. Mothers’ engagement in

educational activities at home predicted children’s self-efficacy beliefs and school

adjustment. According to Bempechat (1992) mention researchers who declare that

parental attitudes, expectation, and beliefs about school and learning are also a tool for

the development of their children’s attitudes and behaviors toward achievement. Also,

Sénéchal, and LeFevre (2003) tell that parent’s involvement in teaching children about

reading and writing words can help the development of early literacy skills. They also

tell that early literacy skills that word reading skill acquired at Grade 1 influenced

reading comprehension in Grade 3. Thus, the child’s ability to read fluently is rooted in

his early experiences, including parental involvement.

According to Whitehurst& Lonigan evidence suggests that differences in the

quality of parents’ behaviors during joint book reading and in the frequency and quality

of language interaction with parents in the home contribute to disparities in early

reading-related outcomes. Differences in classroom quality as early as preschool are

connected to early reading-related outcomes (Bryant,Burchinal, Lau, & Sparling, 1994;

Dickinson, 2001).

The importance of families in children’s literacy development is also well

established. In her seminal text, Children Who Read Early (1966), Dolores Durkin

investigated children who learned to read before they entered school and discovered

that their families’ parents and older siblings often read aloud to them. This practice

known as shared book reading or the interactive read-aloud is now widely recognized

as one of the most important parental activities that fosters a child’s literacy

development and carries benefits that last a lifetime. Stark (2010) “Early success at
reading acquisition is one of the multiple ways, family members are a child’s first and

most important teacher, and when they are actively engaged in their children’s learning,

the children are not only better prepared for school but also continue to achieve at

higher levels he keys that unlocks a lifetime of reading habits” (Cunningham &

Stanovich, 1997).

According to Rey (2010) reported that “In most studies, the homeschooled

have scored, on average, at the 65th to 80th percentile on standardized academic

achievement tests, compared to the national school average of the 50th

percentile (which is largely based on public schools). A few studies have found the

home-educated to be scoring about the same or a little better than public school

students. This study shows that homeschooled students are not disadvantaged they are

doing very well or even better. Homeschooling is one of the few ways parents can

conduct children’s education. Unfortunately, parental involvement is not give more

attention unlike to their other priorities of Filipino families.

According to Philippines’ current unemployment and underemployment rate, it is

very hard to find a job that pays efficiently to support a family. So both parents are

forced to work, to meet the economic demands of supporting a family. The consequence

is that parents have less time to spend with their children. This is bad because parental

involvement has many benefits for the child and his/her development. In this relation,

not advocating that parents to think for their family survival, encourage them to spend

more quality and quantity time with their young children.

With the belief that children vary in their learning styles, teachers need to use different

strategies. Teaching-learning activities are play-based considering the developmental

stage of kindergarten pupils with activities focusing on the storytelling and reading

interactive activities (SEAMEO-INNOTECH, 2012). With the belief that children vary in

their learning styles, teachers need to use different teaching strategies.

Data from the NICHD Study of Early Childcare and Youth Development were

used to investigate children's trajectories of academic and social development across

first, third and fifth grade. Hierarchical linear modeling was used to examine within- and

between-child associations among maternal- and teacher-reports of parent involvement

and children's standardized achievement scores, social skills, and problem behaviors.

Findings suggest that within-child improvements in parent involvement predict declines

in problem behaviors and improvements in social skills but do not predict changes in

achievement. Between-child analyses demonstrated that children with highly involved

parents had enhanced social functioning and fewer behavior problems. Similar patterns

of findings emerged for teacher- and parent-reports of parent involvement. Implications

for policy and practice are discussed.

As many parents know already, they become their child’s first teachers beginning

at birth. Children learn and achieve many milestones in life by observing their parents

and modeling what they see them do. According to Dorothy S. Strickland (2004), “young

children learn the uses of print in their lives as they observe adults read, make lists, and

make use of literacy as they go about their everyday lives.” Children see their parents

reading newspapers, writing out grocery lists or doing anything at all comparative to
literacy, they will pick up on that and strive to do the same. Preparation for children in

the outside world occurs when their parents constantly influence them throughout their

lives (Strickland, 2004). Since it becomes rather easy for children to enhance their

knowledge of reading in the home with just about anything they see their parents do,

teachers’ instruction can also be made easier as well simply because students will enter

the classroom already possessing the basic knowledge needed to further educate them.

As early as the 19th century people taught their children reading by reading

aloud to them (Durkin, 1974). The existing body of research showed that parents and

teachers exhibited varieties of styles in reading aloud to children, which had an

important impact on children's literacy development (Durkin, 1966; Tea le & Sulzby,

1986). The literature reveals that parents' involvement in their young children's early

reading development is an important prerequisite to school success (Anderson, Hiebert,

Scott, & Wilkinson, 1984; Wolfendale, 1983). Studies on family literacy patterns suggest

that parental participation in literacy activities vary between families and family

members (Cochran-Smith, 1984; Crawford, 1985).

Theoretical Framework

Whitehurst and Lonigan (1998) have developed a model that further categorizes

the components of emergent literacy. They propose that emergent and conventional

literacy comprises two interdependent domains of skills and processes: outside-in and

inside-out. The outside-in units represent knowledge from outside the printed text that

help children understand the meaning of print. These processes include expressive and

receptive language, understanding and producing narrative, knowledge of conventions

of print, and emergent reading. The inside-out units represent knowledge from within

the printed text that helps children translate print into sounds and sounds into print.

According to (Jean Piaget 1986), children are born with a very basic mental

structure on which all subsequent learning and knowledge is based cognitive

development was a progressive reorganization of mental processes as a result of

biological maturation and environmental experience. Children construct an

understanding of the world around them, then experience discrepancies between what

they already know and what they discover in their environment.

 Conceptual Framework

In this study, the impact of parental involvement in the reading development of

reading skills featured the conceptual framework on the input-output process. This

approach a composed of interrelated elements that served as the researchers in solving

the problem under the investigation

INPUT Process OUTPUT

Profile Respondents Determined

 Access to
 Age Impact of family
vocabulary
structure and parental
 Gender involvement on reading
 Poor grouped
influence in development of grade 4
 Educational pupils of Cainta
attainment reading
Catholic College
materials

 The proficiency
Questionnaire about the
in reading
impact of family
comprehension
structure and parental
involvement on reading  The significant
development: relationship
 Access in reading between
materials parental
involvement
 Preference in and reading
reading materials development

 Influence of
parents on
reading
Statement of the problem

This study aimed to determine the Impact of Parental Involvement on Reading Skills of

Cainta Catholic College.

Specifically, this study will answer the following sub problems.

1. What is the profile of the respondents in terms of:

1.1 age
1.2 gender
2. What is the impact of parental involvement in reading skills with respect to;
2.1 Access in reading materials
2.2 Preference in reading materials
2.3 Influence of parents in reading
3. Is there a significant difference on the impact of parental involvement in the

development of reading skills of grade four pupils of Cainta Catholic College with

respect to access, preference and influence in terms of age and gender?

Hypothesis

The hypothesis of this study is a null hypothesis.

There is a significant relationship between the parental involvements on reading

development of grade 4 pupils of Cainta Catholic College.

Assumption

Reading is a complex mental process that requires the coordination of many

elements, such as words’ sounds, meanings, word parts, syntax, and strategies that

support reading comprehension” (Adams, 1990; Pressley, 2006).

Skilled readers must manage all of these features, coordinating them seamlessly for

effective comprehension (Cartwright, 2009). Given that EF and associated brain regions

develop across early childhood and into adolescence, the period of time when children

are developing word-reading skills and reading comprehension, the research on EF has

tremendous implications for children’s success as readers.

“Reading is the natural interference between developmental and educational

psychology.” Developmental science have blossomed offering new ways to view

children’s learning wit important implications for education in general and for reading

processes.

Scope and delimitation of the study

Scope: The scope of the present study is located at A. Bonifacio Avenue Class adviser

of Cainta Catholic College.

Delimitation: this study is intended only to the 240 number of grade IV pupils of Cainta

Catholic College

Significance of the study

During their elementary school years, children undergo important developmental

changes. Their reasoning becomes more logical, their attention gets more adaptable,

their perspective taking grows more sophisticated, and their reading and math skills

blossom. With entry into formal schooling, children spend more time away from their

families. This is important to strengthen the quality of education, particularly in

professors to produce future competent educators that can easily cope up to changes.

This study is important especially to dean as it provides inputs in determining the

reading development of elementary students. Since this study, reveal the reading

development of the students, the family members as partners of teachers will be able to

become more efficient and effective molders and more competent and capable

educators particularly in the instruction they employ.

Lastly, for the future researchers the results of this study will serve as a source of

information concerning academic performance. This may serve as a springboard hoping

to stimulate others to conduct further researches related to the study.

Definition of terms

CCC an institution that build in knowledge of the students in terms of religion.

Children a young person usually between infancy and youth.

Environment This is where the place pupil conduct learning

Family structure refers to the combination of relatives that comprise a family

Grade four This refers to the selected pupils of grade four at Cainta Catholic College

Variables an element, feature, or factor that is liable to vary or change

Parents a person who is a father or mother

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter discusses about the reading development of the child .Through local

and foreign literature. Reading is the gateway to learning, opening doors to faraway

adventures, new possibilities and promising futures. Without strong reading skills,

children will face a host of difficult challenges throughout their lives. That’s why we know

Reading Matters. And that’s why SMART helps thousands of children each year develop

the skills and self-confidence they need to read and succeed.

Parent involvement is the number one predictor of early literacy success and future

academic achievement. However, according to a 2007 report by National Endowment

for the Arts, there are more literate people in the United States who don't read than

those who are actually illiterate.

According to Evans, Shaw and Bell (2010).Children need parents to be their

reading role models with daily practice in order to navigate successfully through

beginning literacy skills. According to research, parents should focus on the words on

the page while reading with their pre K reader. Recent pre K research has focused

specifically on cognition within early childhood development and on how parent

involvement fits into preK literacy development. Past early literacy research emphasized

the importance of daily adult/child reading time, as well as having 100 or more books in

one's home, and its link to a child being academically ready and successful in

kindergarten.
Parents may demonstrate beliefs about motivation for reading in observable ways

through their own reading. They express their expectation foer their child reading

respond to their intonations for reading may influence child’s attitudes and motivation

towards reading. Parental knowledge and beliefs may provide mechanism changing

children’s literacy outcomes.

According to (Dickinson & Neuman2006). For the last decade has brought a wide

range of skills that serve as the foundation for reading and writing ability to become a

skilled reader, children need a nourish their language , a broad and deep vocabulary,

and verbal reasoning abilities to understand messages that are conveyed through print.

Children also must develop code-related skills, an understanding that spoken words are

composed of smaller elements of speech.

According to (Neuman, Copple, & Bredekamp, 2010) But to attain a high level of

skill, young children need opportunities to develop these strands, not in isolation, but

interactively. Meaning, not sounds or letters, motivates children’s earliest experiences

with print). Given the tremendous attention that early literacy has received recently in

policy circles and the increasing diversity of our child population, it is important and

timely to take stock of these critical dimensions as well as the strengths and gaps in our

ability to measure these skills effectively.

According to (Burgess and Lonigan 2006) based on a massive body of research

phonological awareness is a critical precursor, correlate, and predictor of children’s

reading achievement. Discriminating units of language is strongly linked to successful

reading.
 According to (NELP 2008) was presented a synthesis of the scientific research in

the development of early reading skills for children ages 2-5. Their report, recently

issued (2008), indicated that the most powerful predictors of reading achievement were

alphabet knowledge, phonological awareness, rapid automatic naming, and that oral

language and vocabulary were only moderate predictors of achievement.

According to Paris (2005), however, has most recently demonstrated the flaws in

what has come to be understood as this traditional view. Early literacy skills, such as

letter knowledge, phonological awareness, and concepts of print are best described as

constrained skills that predict later achievement early on but that quickly asymptote after

the age of 5. Contrary to constrained skills are vocabulary, comprehension and

background knowledge; these skills are unconstrained, essentially never asymptote as

children get older. These skills have the potential to grow throughout one’s lifetime, and

can dramatically influence children’s long-term abilities both in reading and content

areas.

According to (Teresita 2013) children enjoy listening to story of the story to

stimulate their imaginations, if the story depicts experiences that are understandable

and if they are listening to a good story teller. Children need to be surrounded with many

interesting books. A good recreational program is exemplified by the fact that children

had many stories. Development literacy starts with before formal schooling through

interaction with story books in the home.

According to (Siruno 2006) children begin school on the basis of chronological

age. While this practice has some virtue from standpoint of administration, it has little
relationship to learning the complicated process of reading. Many children are absorbed

in school environment that resembles assembly line approach to education. Each child

is expected to distance along an instructional continuum in a specified time. The role of

the school in preparing children for reading begins on the first day of school and

continuous in variation of time for different children. Whatever the school does in the

reading readiness period, will be done in order to guide each children will acquire the

right combination of abilities, skills and attitudes the study of how children acquire the

language of both interesting and rewarding. The understanding of this process is a

prerequisite to planning a curriculum for children or putting it into practice.

According to Butch Hernandez(2013) improve the reading outcomes of over one million

reading instruction, enhanced assessment capability, and increase viability of quality

instructional materials and reading books in the classroom.

According to Karen tankersley (2010) learn to read in his or her understanding of

how the sounds were work together. Children learned that words are made from a

person phonemes that help to make one word distinguishable from another word.

Phonic awareness is the ability to take words apart to put them together again and

change them to something else.

According to Shanahan and lonigan(2010) at an early age children become competent

readers, early reading intended to promote reading readiness skills among preschool

age children. In other countries literacy is included among early learning goals for

elementary classrooms providing reading hours by the end of school years.

According to Anderson (2006) Top down processing is an approach for

processing is an approach for processing a text in which the reader uses background
knowledge to the text to confirm the predictions that are made. While, bottom up

processing is an approach for processing a text in which the reader recognized a letter

or words working on a sentence.

According to Susan Neuman, Tanya Kaefer and Ashley Pinkham (2014) The

more you know the topic the easier to read with understanding and to retain the

information about your previous studies. The contribution of background knowledge to

children’s reading became clearer.

According to Kathleen Roskos and Susan Neuman(2014) reading has been

engaged through practices to improve children’s reading development. Children are

likely to become proficient in reading. It is also required access to high quality

instructional materials and the ability to differentiate instruction to those children that

needed it.

According to Wendy Meller (2006) Books play an important role in children’s social and

academic development. Reading books increases vocabulary and the process of

reading, listening, questioning and responding to a story provides a foundation for

critical thinking.

According to Harste (2010) books for children address to social interest to

children making the task of finding the right books. In order to have conversation about

social issues, teachers must selected the following: explore differences, enrich

understandings of history and life, show importance in social issues and don’t provide

happily ever after for complex social problems.

According to Texas education agency (2015) Researcher have studied what

good readers do. During good readers read words accurately and quickly to deal with
the meanings of those words. They connect the meaning of one sentence to the

meaning of another. If something confusing them they use their background knowledge

to try to clarify the meaning of the words and phrases. They interact with the text with

questions about the contents on its idea.

According to Neil (2012) Identified three obstacles that thy have prevented. The

first obstacles is a short term orientation toward instructional; reform that focus on the

easier to learn reading skills at the cost of vocabulary. The second is the lack of

expertise skills and the third is the limited time available in the school day and year to

meet unpresented expectation of the children’s learning and the third is the limited time

available in the school day and year to meet unpresented expectations for children’s

learning.
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presented and described the research method used, the population

and sample, the research locale, research instrument and its validation, the data

collection procedures as well as the statistical treatment of data.

The Research Design

This study made use of descriptive correlation method and weighted mean to

determine the proficiency in reading development. The descriptive correlation method

provided an accurate portrayal of a particular individual, situation and involved also

systematic investigation of the relationship between the aforementioned variables. In

this study, the variables were proficiency in reading development and socio

demographic profile. This method was therefore appropriate to the study, which would

lead to a more thorough understanding and solution of the problem.

Procedure of the Study

The research study conducted at Cainta Catholic College. This was a private

school in Cainta Rizal offering nursery, elementary education, secondary and tertiary

education. The rationale for the choice of the place was because the researchers were

studying in the college department of the said school. Convenience was one of the

consideration aside from being able to add to the schools efficient delivery of lessons in
the intermediate level specifically for the English and reading subjects. First the

researcher submitted the approval. After the approval of the title, the questionnaire was

distributed to the respondents evenly. Lastly, the data gathered were tallied, compared,

analyzed and interpreted.

Instrumentation

The data gathering instrumentation that researchers used to conduct the study

was the survey questionnaire for the demographic profile and one of the reading

strategies to know their knowledge in reading development. The instrument and was

developed by the researchers and validated by their thesis adviser and by some teacher

s who were knowledgeable in the construction of research instruments. The researcher

thought it is wise to use a survey questionnaire for a greater accuracy in gathering the

needed information from the respondents regarding their gender, access to reading

materials, presences to reading materials and peer group influence. The researchers

used one of the reading strategies to help data for reading development of the

respondents. The researchers chose the getting main idea, noting details, cause and

effects and sequencing event to know the ability of the respondent about in reading

development for the given selection.

The respondent was ask to rate and check each item with the given questions as

follows;

4- Always

3- Often

2-Sometimes
 1-Never

Validation Of instruments

For the purpose of this study the researchers prepared a letter asking permission from

the principal of Cainta Catholic College to allow them to and minister the survey

instrument. The researchers also asked the teachers of Cainta catholic College for the

Grade four elementary students to allow them to and minister the survey instrument.

The researchers also asked the teachers of Cainta catholic College for the Grade four

elementary students in 2nd quarter. The researchers also attend the class session f the

English class of the pilot section. During their reading class to be able to observe their

accomplishment in reading development test by the Grade 4 elementary students.

Questions were administered with the guidance of the researchers in case of the

questions are answered for example fiction and nonfiction.

Statistical Treatment

In order to find the answer for each question in statement of the problem the

following statistical tools were utilized.

1. To determine the profile of the respondent in terms of age, gender, frequency

and percentage distribution were used.

2. To determine the the Parental Involvement in the Development of Reading

Skills frequency and weighted mean was used.

 3. To determine the relationship on the Parental Involvement in Development of

Reading skills in cainta catholic college. Person correlation coefficient was used.

Data Collection Procedures

For the purpose of the study the researcher prepared a letter asking permission

from the Principal of the Elementary Department of Cainta Catholic College to allow

them and minister the survey instrument. The researcher also asked the teachers of

Cainta Catholic College in the Grade IV elementary pupils in second quarter. The

researcher also goes to every designated rooms that they’re assign to conduct their

research. Questions were examined by the adviser teacher of each room and allow the

researcher to conduct the study.

Hypothesis

• There is a significant relationship between parental involvement and reading

skills • There is a significant relationship between the reading skills and parental

involvement.
 Chapter 4

RESULTS AND DISCUSSION

Table 1
Frequency and Percentage Distribution on the Profile of the Respondents in
Terms of Age
Age f P
9 – 10 43 87
11 – 12 7 14
TOTAL 50 100

Table 1 presents the frequency and percentage distribution on the profile of the

respondents in terms of Age

Table 2
Frequency and Percentage Distribution on the Profile of the Respondents in
Terms of Gender
Gender f P
Male 30 60
Female 20 40
Total 50 100
 Table 2 presents the frequency and percentage distribution on the profile of the

respondents in terms of age. There are 43 respondents at the ages to 9 to 10 with the

percent of 87 percent, 7 respondents at the age of 11 to 12 with 14 percent are

collected through the analysis of parental involvement in reading skills of Cainta

Catholic College.

Children’s vocabulary use at age three is a strong predictor of language skill and

reading comprehension at age 9-10.

Table 3
Impact of Parental Involvement in Reading Skills with respect to Access in
Reading Materials
Access in Reading Materials Mean VI Rank

1. I usually find the books and other S 7

materials that you are looking for in 2.40
the library.
2. Access to the internet at home. 2.40 S 7
3. Availability of word processing 2.20 S 9.5
computers.
4. I read newspapers, magazines 2.20 S 9.5
and etc
5. I borrow fiction and nonfiction 2.40 S 7
books.
6. I get information for school 3.00 O 1
projects.
7. I borrow videos, Cd’s or audio 2.80 O 2
tapes.
8. I use the photocopy machine to 2.70 O 3
reproduce reading materials.
9. I use the children’s library. 2.60 O 4.5
10. I use books for reference/ 2.60 O 4.5
research.
Average 2.53 O
Always (A) 4.00 – 3.25; Often (O) 3.24 – 2.50; Sometimes (S) 2.49 – 1.75; Never (N) 1.74 – 1.00
Table 3 presents the computed mean on the Impact of Parental Involvement in Reading

Skills with respect to Access in Reading Materials.

In this table the overall average of the general weighted mean of 2.53 verbally

interpreted as Often for the with respect Access in Reading Materials

In this question the highest mean is. “I get information for school projects”.With a

weighted mean of 3.00 verbally interpreted as Often for Access in Reading Materials.

Parent involvement is one factor that has been consistently related to a child's

increased academic performance (Hara & Burke, 1998; Hill & Craft, 2003; Marcon,

1999; Stevenson & Baker, 1987). While this relation between parent involvement and a

child's academic performance is well established. The goal of the present study was to

test two variables that may mediate, or explain how, parent involvement is related to a

child's academic performance. Parent involvement was defined as the teacher's

perception of “the positive attitude parents have towards their child's education, teacher,

and school” (Webster-Stratton, 1998). Academic performance was measured by two

methods: standardized achievement test scores and teacher report of academic

performance through rating scales. Based on previous research (Gonzalez-DeHass et

al., 2005;Hughes et al., 2005), two possible mechanisms, a child's perception of

cognitive competence as measured by the child's report, and the student-teacher

relationship as measured by the teacher's report, were examined for their ability to

mediate the relation between parent involvement and academic performance. It was

predicted that parent involvement would no longer be a significant predictor of a child's

academic performance when the child's cognitive competence and the student-teacher

relationship were accounted for in the analyses.

 Table 4
Impact of Parental Involvement in Reading Skills with respect to Preference in
Reading Materials
Preference in Reading Materials Mean VI Rank

1. I read mystery books. 2.80 O 7

2. I read modern romance books. 2.90 O 4.5
3. I read classics books. 2.80 O 7
4. I read humor books. 2.80 O 7
5. I read humor books. 2.70 O 9.5
6. I read adventure books. 2.90 O 4.5
7. I read horror books. 2.70 O 9.5
8. I read science and technology books 3.10 O 1
9. I read poetry and plays. 3.00 O 2.5
10. I read philosophy books. 3.00 O 2.5
Average 2.87 O
Always (A) 4.00 – 3.25;Often (O) 3.24 – 2.50; Sometimes (S) 2.49 – 1.75; Never (N) 1.74 – 1.00

Table 4 presents the computed mean on the Impact of Parental Involvement in

Reading Skills with respect to Preference in Reading Materials.

In this table the overall average of the general weighted mean of 2.87verbally

interpreted as Often for the with respect Preference in Reading Materials

In this question the highest mean is “I read science and technology books”.With a

weighted mean of 3.10 verbally interpreted as Often for Preference in Reading Access..
 According to an article Dr. James Hoffamos(2012) “ Children preferred fiction. Three

times as many children preferred a hypothetical fiction title to a hypothetical nonfiction

title. School library collections reflected this preference, with fiction comprising 87

percent of books. Children preferred books with engaging physical features and

illustrations. Consistent with existing research, the primary reason children preferred a

book was the presence of attractive physical features, such as font, letter size or the

number of words or pages. The second most common reason to prefer a book was the

presence of illustrations. Reflecting this preference, school library collections consisted

almost entirely of picture books-books which pair a narrative story with pictures. Ninety

percent of books in the collection had a color illustration on every page. Children

preferred books which their teachers and librarians read aloud previously. Among

second grade students, almost half stated that his or her favorite book was the same

book that a teacher or librarian read aloud the same or previous day. Children preferred

humor and mystery to scary stories. Children expressed a strong preference for the

humor and mystery genres over scary or horror books, and a slight preference for

humor over mystery.”

 Table 5
Impact of Parental Involvement in Reading Skills with respect to Influence of
Parents in Reading
Influence of Parents in Reading Mean VI Rank

1. I ask my mom for help in reading. 2.40 S 8

2. My mom shares her interest and goals in 2.80 O 5
reading.
3. My mom teaches me in reading 3.10 O 1
4. I enjoy reading as a hobby or activity with my 2.80 O 5
mom together.
5. I am interested in my mom’s opinion in 2.80 O 5
reading.
6. I tell my mom on my struggles in reading. 2.30 S 9.5
7. I get rewarded when I accomplish my 2.80 O 5
reading.
8. My mom teaches me to read. 3.00 O 2
9. My mom gives me certain task in reading. 2.30 S 9.5
10. My mom prepared me for a challenging 2.80 O 5
situation.
Average 2.71 O
Always (A) 4.00 – 3.25; Often (O) 3.24 – 2.50; Sometimes (S) 2.49 – 1.75; Never (N) 1.74 – 1.00

Table 5 presents the computed mean on the Impact of Parental Involvement in

Reading Skills with respect to Influence of Parents in Reading.

In this table the overall average of the general weighted mean of 2.71 verbally

interpreted as Often for Influence of Parents in Reading.

 In this question the highest mean is “My mom teaches me in reading”.With a

weighted mean of 3.10 verbally interpreted as Often for Influence of Parents in

Reading...

Parent support of their children’s education has been shown to provide consistent

and positive results (Jeynes, 2011). In particular, parents can play a constructive role in

fostering literacy in their children, but how they do so may vary substantially (Bracken &

Fischel, 2008). If the home environment is a powerful predictor of children’s literacy

achievement (Siraj-Blatchford, 2010), then teachers will benefit from further guidance on

how to motivate parental involvement. Because teachers’ communication has been

found to have a positive impact on parents’ behavior (Kraft & Rogers, 2015), successful

interventions that have tested teachers’ efforts to influence parents’ involvement in

reading are a desirable way of fostering new parent engagement.

Past research has suggested that invitations from a child or their teacher are key factors

for parents’ involvement at home (Anderson & Minke, 2007; Walker, Ice, Hoover-

Dempsey, & Sandler, 2011). Although these studies propose that the social context, in

particular the actions and beliefs of the teacher and the child, have the greatest

influence on what the parents do at home, they examine parents as individuals and give

little consideration to how parents might also influence each other. The knowledge that

people are influenced by observing or learning about the behavior of others has long

been established (Bandura & Menlove, 1968). Indeed, studies have found that

descriptive social norms can influence the behavior of others (Goldstein, Cialdini, &

Griskevicius, 2008; Nolan, Schultz, Cialdini, Goldstein, & Griskevicius, 2008; Schultz,
 1999). A descriptive social norm contains written information about how most people

behave in a given situation.

Table 6
Impact of Parental Involvement in Reading Skills with respect to Access in
Reading Materials, Preference in Reading Materials, and Influence of Parents in
Reading
Mean VI Rank

1. Access in Reading 2.53 O 3

Materials
2. Preference in 2.87 O 1
Reading Materials
3. Influence of Parents O 2
in Reading 2.71
SAverage 2.70 O
Always (A) 4.00 – 3.25;Often (O) 3.24 – 2.50; Sometimes (S) 2.49 – 1.75; Never (N) 1.74 – 1.00

Table 6 presents the composite table on the Impact of Parental Involvement in

Reading Skills with respect to Access in Reading Materials, Preference in Reading

Materials, and Influence of Parents in Reading.

 Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION
This chapter presents the summary of findings, conclusion drawn and

recommendations offered.

Summary of Findings
Based on the analysis and interpretation of data. The following are hear by

summarized.

1. Profile of the Grade Four School year 2015-2016.

1.1 in terms of age, there are 9-10 Grade Four with a percent of 87 and

11-12 with a percent of 14.

1.2 in terms of gender, there are 20 female with a percent of 40 and 30

Male with a percent of 60.

2. The Parental Involvement of the Development of Reading Skills

2.1 Access in Reading Material obtained a weighted mean of 2.53

interpreted as Often.

2.2 Preference in Reading materials obtained a weighted mean of 2.87

interpreted as Often.
 2.3 Influence of Parents in Reading obtained a weighted mean of 2.71 as

interpreted as Often.

3. There is no significant relationship on the Impact of Parental Involvement in

Reading Skills.

3.1. Access in Reading Materials has no effect on parental Involvement In

reading skills
3.2 Preference in Reading Materials has no effect on parental Involvement In

reading skills
3.3 Influence of Parents in Reading has no effect on parental Involvement In

reading skills

Recommendation
Based on the findings. The following must offered.

1. Parents can demonstrate home by reading with their children.

2. Parental involvement can be defined as an active participation of parents in

reading.

3. Parents involved in other necessary skills for their children success.

4. There’s need more school teachers to help the learners in terms of reading

5 .Each grade level must focus on effective strategies to meet the needs of

children and families.

 6. Schools must implement parental involvement program for the growth of the

students in learning.

Conclusion

Based on the gathered data the following contributes to Parental involvement in

reading skills in grade 4.

1. There is a relationship on the parental involvement in reading skills in terms of

age and gender.

2. The aim of parental involvement of parents in reading skills of children is to

enhance their reading skills.

3. There is a significant relationship on Impact of Parental Involvement on Reading

Skills of Grade 4 pupils at Cainta Catholic College with access in reading

materials, preference in Reading Materials and influence of parents in reading.

4. The private school administration in Cainta Catholic College give the teaching of

reading skills enough or adequate support needed in order to benefit the

students.
5. Some teachers have to be very adequate in some aspects related to planning

instructions to improve their transfer of learning in reading skills is better through

oral discussion.
6. Parents do have important role in their children’s progress in learning to read.
7. Each school need to implement a program. Reading programs in school will be

minimized. Children must have benefits in this program.

8. Educators must not tapped parents as a resource in insuring children’s growth in

reading.
9. Schools and parents must work together to prepare children in reading.
Bibliography

Thesis

1. The role of teachers and parents in attainment of the total development of the

child through reading author: Bayundang, Helen L. 1998

 2. The leadership role of elementary school parent teachers association in children

development author: Okit, Godofredo C. 1995

3. The effects of parental literacy involvement and child reading interest on the

development of emergency literacy skills author: Crystal Carol

4. Underestimating parental involvement author: Miam tan Fabian
5. The role of parental involvement in children in academic achievement author:

Bempechat
6. Academic achievement and demographic traits of homeschool students author:

Ray B.

Books

1. Cognitive neuro science: the importance of executive function for early reading

development and education author: Cartwright, Kelly L. pages 24- 36

2. Psychology for college students authors: Marylou Asturias, Henry Agong,
Allan Robert Mosura
3. Social dimension author: Violeta Vega, Nelia Prieto, Myrna Carreon

4. Principles of teaching author: Brenda Corpuz , Gloria Solamdan

Internet

1. www.family.blogpost.com

2. www.readingrocket.com

3. www.filipinofreethingking.com