Support Family Literacy Activities and First Graders’ Reading Achievement

This study explored the relationship between the level of family support and the reading achievement of Grade 1 pupils in Sta. Rita II District for the School Year 2023–2024. Utilizing a descriptive-correlational research design, the study aimed to determine the extent of family involvement in literacy-related activities and how this correlates with learners’ reading levels based on the Comprehensive Rapid Literacy Assessment (CRLA). A total of 170 parent-respondents were selected through stratified random sampling across various schools in the district. Data were collected using a validated questionnaire focusing on six key indicators of family literacy support: reading aloud, assistance with reading assignments, storytelling, access to printed materials, letter/sound recognition practice, and use of educational media. Results revealed that the majority of parents provided high to moderate levels of literacy support at home, with a considerable number needing improvement in areas such as providing printed books and consistent reading routines. Analysis showed a significant relationship between family support and both the parents’ profile variates (educational attainment, household income, and employment status) and the pupils’ reading achievement levels. The findings underscore the importance of empowering families through literacy engagement programs and community-based interventions. Actionable recommendations include implementing parent literacy workshops, enhancing school-home communication, and developing localized reading resources. These efforts can collectively help bridge the literacy gap and support learners’ academic success in early grades.