Background of The Study

CHERRY M.
PORTELO AUGUST 10, 2019

MRS. MYRNA C. CALMA MAED
Title: Impact of Parent’s Socioeconomic status on Parental

Involvement at home: Basis for the Reading Development and
Academic Performance of Bagong Silang Elementary School
Background of the study
Twenty minutes a day; you have the time, And so do they.
Read while the laundry is in the machine, read while dinner cooks,
Tuck a child in the crook of your arm and reach for the library books.
Hide the remote, let the computer games cool, For one day your child will be off to school.
Make it fun! You have the choice.
Let them hear their first tales, in the sound of your voice. Reading in the morning, reading
over noon, read by the light of Goodnight moon.
Turn the pages together, sitting as close as you’ll fit,
‘Till a small voice beside you says,
“Hey don’t quit!”
Author: Unknown
This poem provides a vivid scenario of the engagement that parents and their young children
should develop in their home, as reading is a fundamental life skill that children need to
completely develop in order to be successful. One must consider the role that the home literacy
environment plays in the development of children’s reading related skills as it is the primary
learning environment for children prior to formal schooling. The home literacy environment
includes the experiences, attitudes and materials related to literacy that a child experiences and
interacts with at home. (Lonigan & Whitehurst, 1998, Roberts, Jurgens & Burchiral, 2005) It
is widely believed that the family structure and parent’s socioeconomic status has a relatively
strong impact on parental involvement compared to other variables. However, there is a
question as to how far the strength of the parent’s socioeconomic status could inspire a child
progress in their reading development. In a mountaintop area of Bagong Silang Elementary
School, only a little attention has been given to the issue of parental involvement in education.
In addition, the lack of parental involvement, reading materials and support all contribute to
learner’s lack of basic early reading skills. There is evidence that one of the factors influencing
poor reading performance is the lack of parental involvement. Rose’s (2004) study that was
conducted with indigenous Australian children shows that learners that lacked parental
involvement performed poorly in reading. Thus, parental involvement in the development and
encouragement of reading from a young age is crucial as it assists children in becoming
successful and competent readers at school and in society. Parental involvement has shown a
positive relationship with children’s academic achievement (Barnard, 2004; Bower, 2011;
Desimone, 1999; Hill & Craft, 2003; Hill & Taylor, 2004; Zellman & Waterman, 1998).
Consequently, researchers have suggested that parental involvement can be used as a means to
decrease achievement gaps across different groups of students (Bower, 2011; Jeynes, 2011;
Zellman & Waterman, 1998). As a result, it is essential for researchers to examine the reasons
behind the different stages of parental involvement so as to inform school policy reformers
about all possible approaches of increasing parental involvement and, subsequently, improving
student achievement and lessening achievement gaps.
Research on parental involvement revealed additional advantages beyond the benefits of
improving student achievement at school (Bower, 2011). For example, parental involvement
has been associated with increasing social capital and providing additional resources to
students, which increases their academic achievement (Bower, 2011; Lee & Bowen, 2006).
Many educational reform plans around the world are devising academic programs and curricula
that are focused on encouraging parental involvement and improving student achievement in
school (Al Jabery & Zumberg, 2008; Fayez, Sabah, & Rudwan, 2011). Thus, it is essential to
understand all factors that may influence parents’ involvement in their children’s education
Again, Rose’s (2004) research fund that parents who were highly literate, scaffold their
children’s literacy development before they begin school, while children who did not receive
this support were instantaneously disadvantaged and were unable to cope in terms of
succeeding in their reading development. Similarly, there are learners in Bagong Silang
Elementary School who read in Tagalog, which in many cases in English language which they
are only just beginning to learn. Research suggests that children from low-income families do
not perform as well academically as those who come from more advantaged backgrounds (e.g.
Battle, 2002; Bradley & Corwyn, 2002) This has a negative impact on their reading
performance, as many pupils do not have the support at home or materials that can positively
influence their reading performance. Therefore, it is important that parents – or others who are
connected to the home environment, such as older siblings, if the parents cannot read – assist
in developing their children’s reading skills and abilities by encouraging reading at home. This
should be done using different methods and techniques to engage their children in reading as
well as providing support and guidance in order for them to become successful readers.
Furthermore, family literacy, as a complement to school literacy, plays an important role in the
development of early literacy. Hammack et al. (2012) states that young children benefit when
their teachers and families engage, unite and participate with each other in ways that assist
them to learn, grow and feel confident. “Students learn more and succeed at higher levels when
home, school, and community work together to support student’s learning and development”.
(Epstein & Sanders, 2006, p. 87). Therefore, it is important that teachers and families engage
in ways that develop a positive link between home and school to develop learner’s early reading
skills.
This study is undertaking to highlight the impact of parental involvement that may lead to the
children’s reading development of Bagong Silang elementary school. The findings of this study
may propose support for future reform efforts to enhance parental involvement both at home
and at school. The process of understanding reasons for why parents desire to be involved in
their children’s education is crucial when developing methods to prevail parents to show more
involvement in their children’s education. Therefore, this study investigates the relationships
among family structure and parental involvement and parent’s socioeconomic status, as well
as pupil’s reading development.

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CHERRY M.

PORTELO AUGUST 10, 2019

Title: Impact of Parent’s Socioeconomic status on Parental

Background of the study

Twenty minutes a day; you have the time, And so do they.

Make it fun! You have the choice.

over noon, read by the light of Goodnight moon.

Turn the pages together, sitting as close as you’ll fit,

‘Till a small voice beside you says,

“Hey don’t quit!”

strong impact on parental involvement compared to other variables. However, there is a

progress in their reading development. In a mountaintop area of Bagong Silang Elementary

encouragement of reading from a young age is crucial as it assists children in becoming

student achievement and lessening achievement gaps.

Research on parental involvement revealed additional advantages beyond the benefits of

as pupil’s reading development.

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