Influence Of Home Literacy Practices on The Foundational Literacy and Numeracy Skills of Preschool Learners

Abstract

This study examined the influence of home literacy practices on the foundational literacy and numeracy skills of preschool learners. Employing a descriptive-correlational research design, the research investigated how key components of the home literacy environment including the availability of books, parent-child interactions, literacy habits, and parental beliefs were associated with children’s proficiency in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, identifying attributes, and thinking skills. The study utilized purposive sampling to select 100 parent-respondents and 2 preschool teachers, ensuring participants were representative of the target population. Data were collected through a validated home literacy environment questionnaire and the Literacy and Numeracy (LitNum) Assessment Tool. Statistical analyses included frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient. The findings indicated that while many learners demonstrated advanced skills in both literacy and numeracy, the computed r-values signified negligible correlations and all p-values exceeded the 0.05 significance threshold, suggesting no statistically significant relationship between home literacy practices and foundational academic skills. In response to these findings, the study developed a comprehensive Action Plan aimed at sustaining parental engagement and enhancing targeted support for both learners and families. The research underscored the ongoing need for school-home collaboration and systematic support to promote academic readiness in early childhood education.