Parental Involvement and Foundational Literacy Skills of K1 Learners: A Convergent Mixed Method Analysis

AUTHOR(S)

STEPHANIE P. FLORES

ABSTRACT

——This study is a convergent mixed-method analysis of the parental involvement and foundational literacy skills of k1 learners. This study probed into the perception of parents of K1 learners on their parental involvement and compared the result to the foundational literacy skills of learners. Using qualitative and quantitative methods of gathering data, ten randomly selected parents of k1 pupils were interviewed about their level of perception of their involvement in the foundational literacy skills of their children, and 150 k1 learners from five selected schools in Davao del Sur were tested to identify their foundational literacy skills of the k1 learners. The study found that parents believe that their children already have the foundational literacy skills expected of them. It was found out that there are nine foundational literacy skills expected of parents of their children. These foundational literacy skills include reading and letter recognition, sound recognition, writing skills, recognition of shapes, ability to communicate, counting and numeracy, memorization, letter combination, and syllable awareness. It is to be noted that while parents have different expectations of the foundational skills for kindergarten students, all of them think that their children already have the expected foundational skills they ought to acquire. The qualitative findings seem to jive with the quantitative findings of the study that stated the level of the foundational literacy skills of students was on track suggesting that k1 learners have strong base knowledge and are ready to launch into typical early literacy instruction with little or no support. Keywords — Parental involvement, foundational literacy skills, k1 learners, convergent-mixed method