Abstract:
This study explored the support provided by home reading facilitators and the phonological
awareness of kindergarten learners in Subic District, Schools Division of Zambales, for the School
Year 2024-2025. Utilizing a quantitative-descriptive, causal-comparative, and correlational
design, data were gathered from 228 home reading facilitators and 228 kindergarten learners
through a validated questionnaire. Key areas of support included reading materials, reading
activities, reading environment, and reading assessment, while phonological awareness was
assessed in rhyming, syllable awareness, onset and rime awareness, and phoneme awareness.
Results indicated that kindergarten learners benefited from dedicated facilitators, primarily women
aged 20-29, with a monthly income of P19,999 and below and a college education, although most
facilitators spent less than an hour on reading activities at home. Facilitators displayed strong
support by providing suitable reading materials, fostering conducive reading environments, and
effectively assessing progress. Learners exhibited substantial phonological skills, especially in
rhyming and syllable awareness, suggesting positive outcomes from early reading support.
Demographic factors such as age, gender, income, and education level of facilitators had no
significant effect on support, though time invested in reading activities was crucial. An enhanced
phonological instructional program was developed to strengthen facilitators’ support, with
recommendations for school heads to implement this program to further promote kindergarten
learners' phonological awareness, underscoring the critical role of sustained facilitator engagement
in early literacy success. |
