Abstract:
Home literacy environments play a crucial role in enhancing the early reading skills of learners, as
they provide the foundation for literacy development. These environments influence critical
reading competencies such as phonological awareness, phonemic awareness, letter knowledge,
and sight word recognition. This study aimed to determine the home literacy environments and
early reading skill levels of Grade 1 learners in Palauig District, Schools Division of Zambales,
during the School Year 2024–2025. The study employed a quantitative-descriptive design,
involving 129 home literacy facilitators and their corresponding Grade 1 learners. A universal
sampling method was used across four public elementary schools, and data were collected using a
validated researcher-made questionnaire. The home literacy facilitators were predominantly aged
20–29 years, female, married, had two children, belonged to families with a monthly income of
P19,999 or below, were high school graduates, and spent less than an hour teaching literacy at
home. Their environments were consistently rated as "always helpful" in terms of literacy
motivation, materials, routines, and support. The Grade 1 learners exhibited advanced early
reading skills in phonological awareness, phonemic awareness, letter knowledge, and sight word
recognition. No significant differences were found between the facilitators' environments and their
profiles. A positive moderate significant correlation was identified between the facilitators’
environments and the learners’ early reading skills. An enhanced home literacy program was
developed to address these findings. The facilitators’ demographic profiles and supportive
environments significantly contributed to the learners’ advanced early reading skills. The findings
underscore the critical role of home literacy environments in improving the early reading skills of
learners, informing strategies for home literacy program enhancement.
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