Teachers and Parents Involvement in the Reading Development of Grade 1 towards One Page Per Day Activity

Reading, perhaps especially reading with meaningful understanding, appears to be an unnatural and complicated task in that it requires readers to apply and to integrate a variety of skills.This study consisted of Grade 1 school teachers and in similar schools in the same district. A purposive sampling method was employed to ensure that the information needed in this study were achieved. The inclusion criteria encompassed teachers and parents in the targeted grade level. The total sample size was estimated based on statistical power calculations, considering anticipated effect sizes. Ethical considerations were prioritized throughout the research process, with confidentiality and privacy safeguards in place. Findings revealed that the teachers perceive a significant improvement in students' intrinsic motivation to engage with literary materials. However, there is perceived variability in students' independent choices to read outside of assigned activities. These findings underscore the importance of fostering intrinsic motivation through engaging teaching practices and creating opportunities for independent reading, which are critical for nurturing students' lifelong reading habits and enjoyment of literature.