Parental Involvement in Literacy Development among Kindergarteners: Basis for Strengthening Reading Programs for Beginning Learners

This study explored parental involvement in the literacy development of kindergarteners, employing an ex post facto expository research design to assess how specific parental characteristics impact children's literacy engagement. A stratified sampling technique was used to select 40 parents—20 females and 20 males—from various public schools within the Umingan II District, ensuring diverse representation of experiences and perspectives. Data were gathered through a validated questionnaire checklist, which consisted of two parts: the demographic profile of respondents and their level of involvement in various literacy components, such as alphabet knowledge, phonological awareness, and vocabulary development. Findings indicate that most respondent parents have a secondary education level, a family income between P5,000 to P10,000, and a limited number of reading materials at home. The overall level of parental involvement in literacy development is rated as "Moderately Involved," with significant differences observed in involvement based on educational attainment, income, and availability of reading materials. Conclusions suggest that variations in parental profiles significantly affect involvement levels, and that a lack of resources contributes to moderate engagement. Recommendations emphasize the importance of enhancing vocabulary development, establishing dedicated time for literacy activities at home, fostering collaboration with teachers, and seeking partnerships for increased access to reading materials. The study highlights the need for further research into the broader aspects of parental involvement in literacy development among kindergarteners.