EMPOWERING PARENTS AS READING REINFORCERS: AN ACTION RESEARCH ON IMPROVING BEGINNING READING SKILLS OF STRUGGLING GRADE 1 LEARNERS

Author Name: 1. Nestly C. Antonio

Volume/Issue: 06/09

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/03.2026-23641669/UIJIR

Affiliation:

1. President Ramon Magsaysay State University, Philippines

ABSTRACT

This action research investigates the effectiveness of empowering parents as reading reinforcers in improving the beginning reading skills of struggling Grade 1 learners. The study aims to examine how structured parental involvement and home-based reading reinforcement strategies influence learners’ reading development, particularly in letter recognition, phonemic awareness, word decoding, and reading fluency. A group of identified struggling readers participated in a parent-supported reading intervention program, where parents were oriented and trained on simple, guided reading strategies to be implemented at home. Data were collected through pre-test and post-test reading assessments, reading progress checklists, and teacher observation records. Descriptive statistics, including mean scores and percentage gains, were used to analyze improvements in reading performance before and after the intervention. The study is expected to show significant improvement in learners’ beginning reading skills because of consistent parental reinforcement and home reading support. Findings will provide practical insights into the role of parents as active partners in early literacy development and support the design of school-based intervention programs that strengthen home–school collaboration. By highlighting the impact of parental empowerment on reading development, the study contributes to early literacy research and offers a sustainable, community-based approach to supporting struggling beginning readers in the primary grades.

Key words: Empowering parents, CRLA Assessment, Beginning Reading, Struggling Readers, Reading Reinforcers