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ORCID

https://orcid.org/0000-0001-5645-8668

Abstract

Reading literacy begins at home. Several studies focusing on home involvement showed that the engagement of parents leads to the improvement of their children’s reading achievement during primary school age. However, the changing educational and family landscapes in the Philippines pose a considerable shift in family members’ roles in assuming responsibility regarding learning facilitation at home. This calls for the participation not only of parents but also siblings, grandparents, guardians, or other members of the family, who in this paper are tagged as home reading partners (HRPs). Using a case study design, this study explores the role of home involvement in the reading achievement of 12 selected junior high school learners in a technical-vocational school during the school year 2021-2022. Findings from the semi-structured interviews, document analysis, and open-ended survey reveal that the involvement of HRPs may positively influence the students’ reading achievement and more importantly assists in the development of their reading interest, reading motivation, and attitude toward reading. This study recommends that school reading programs should be revisited and redesigned from parent-specific participation to the involvement of all HRPs.

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