HOME READING PRACTICES OF FACILITATORS AND PRE-READING SKILL LEVELS OF KINDERGARTEN LEARNERS IN PUBLIC AND PRIVATE SCHOOLS: FOUNDATION FOR AN ENHANCED PRE-READING PROGRAM

Home reading practices played a crucial role in the early literacy development of children. Understanding how facilitators engaged in these practices and how they influenced kindergarten learners’ pre-reading skills helped shape effective instructional programs. This study aimed to determine the home reading practices of facilitators and pre-reading skill levels of Kindergarten learners in public and private schools in Masinloc District, Schools Division of Zambales, during the School Year 2024-2025. A descriptive-correlational research design was employed. The study involved 119 home reading facilitators and 119 kindergarten learners, selected through total population sampling. Data were gathered using a validated researcher-designed questionnaire with reliability coefficients of α = .99 for home reading practices and α = .94 for pre-reading skill levels. Most home reading facilitators were female, aged 30-39, married, with one child, a college graduate, and had a monthly family income of ₱20,000 to ₱39,999. They spent 1.0 to 1.9 hours daily on pre-reading instruction and had attended one training session. Frequently practiced home reading activities included picture walks, book exploration, storytelling time, and family reading. Kindergarten learners exhibited proficiency in print awareness, phonological awareness, alphabet knowledge, and vocabulary development. A significant difference was found between the home reading practices of facilitators and their age and sex, while other profile variables showed no significant difference. A moderate positive significant correlation was found between facilitators' home reading practices and learners' pre-reading skill levels. Based on the findings, an enhanced pre-reading program was developed. Home reading practices significantly influenced the prereading skill levels of kindergarten learners. The findings highlighted the need for continuous parental engagement and structured home reading activities. This study provided insights into the relationship between home reading practices and early literacy skills, serving as a basis for refining pre-reading programs in early childhood education.