The Role of Home Literacy Environment in Strengthening the Literacy Competencies of Grade Two Learners

Abstract

 This study examined the influence of the home literacy environment on the literacy skills of learners. Specifically, it assessed the status of the home literacy environment in terms of physical environment, parent literacy habits, child literacy habits, parent–child interaction, and parental beliefs, and determined learners’ literacy skills in word recognition, sentence reading, reading fluency, and comprehension. The study employed a descriptive–correlational research design and was conducted at Liburon Elementary School, Department of Education–Carcar City Division, during School Year 2024–2025. Using total sampling technique, the respondents consisted of ninety-six (96) Grade Two learners and their corresponding parents. Data were gathered through a Survey Questionnaire for Parents adapted from Buvaneswari and Padakannaya and the Comprehensive Rapid Literacy Assessment (CRLA) for learners. Descriptive statistics and Pearson’s product–moment correlation were utilized for data analysis. The findings indicated that the home literacy environment was generally supportive of literacy development, and learners demonstrated strong literacy skills appropriate for their grade level. However, the test of relationship showed that variations in the home literacy environment were not significantly associated with learners’ literacy skills. It was concluded that learners’ reading competencies were likely reinforced by effective school-based instruction alongside home support. Based on the results, the study strongly recommends the implementation of the proposed Literacy Skills Enhancement Plan to strengthen home–school collaboration and sustain early literacy development.