Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 36 no. 8 (2025)

Parental Involvement, Teachers’ Learning Activities and Techniques, and Early Literacy Skills among the Primary Learners

Winnie Lamaclamac | Ma. Fe Opina

Discipline: Education

 

Abstract:

The collaboration between family and school plays a pivotal role in shaping a child's academic journey, particularly in developing early literacy skills, which form the foundation for lifelong learning. In Thailand, this partnership is especially vital for cultivating reading skills among primary students. This research investigates how parental involvement and teachers' instructional methods influence early literacy development. It explores parental engagement in communication, home-based learning, volunteering, decision-making, and community collaboration alongside teachers' strategies for fostering literacy. The study assesses early literacy competencies in print awareness, phonological awareness, letter recognition, oral language skills, and vocabulary acquisition. Using descriptive and inferential statistical tools, including Pearson correlation and multiple regression analysis, the research identifies significant relationships between parental involvement, instructional strategies, and literacy outcomes. The results show that while parental engagement is valuable, teachers' instructional methods substantially impact early reading skills. These findings emphasize the need for continuous teacher development, innovative teaching techniques, and stronger home-school partnerships. The study recommends that school administrators adopt a proactive approach to involve parents and educators in enhancing early literacy, with future research exploring these dynamics across diverse educational contexts.



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