Exploring The Impact of The Home Literacy Environment on Preschoolers’ Literacy and Numeracy Development

Abstract

This study assessed the influence of the home literacy environment on the literacy and numeracy skills of preschoolers. Utilizing a descriptive-correlational research design, the study explored how five key dimensions of the home environment physical resources, parent literacy habits, child literacy habits, parent-child interaction, and parental beliefs, were associated with learners’ proficiency in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, attribute identification, and thinking skills. The respondents included 100 parent-respondents and 2 preschool teachers, selected through purposive sampling. Data were collected using a validated home literacy environment survey and the Department of Education’s LitNum Assessment Tool. Statistical analyses involved frequency counts, weighted means, and Pearson’s correlation coefficient. Results showed that the home literacy environment was rated “excellent” across all dimensions, and most learners achieved advanced proficiency in both literacy and numeracy domains. However, correlation analysis revealed no statistically significant relationship between the home literacy environment and learners’ literacy or numeracy skills, as all computed r-values were negligible and p-values exceeded the 0.05 significance level. Based on these findings, a comprehensive Action Plan was developed to sustain strong home-school collaboration, address specific learning gaps, and promote more skill-focused support for all learners. The study underscored the value of intentional, skill-specific parental engagement in early academic development.