Home Reading Support, Literacy Skills and Reading Level of Learners

Abstract

This study determined the relationship among home reading support, literacy skills, and the reading level of Grade 4 learners in one of the public elementary schools in the Division of Negros Occidental during the school year 2025–2026. A descriptive-correlational research design was employed involving 128 Grade 4 learners selected through simple random sampling from a population of 188. Data were gathered using a validated researcher-made questionnaire that measured home reading support and literacy skills. The instruments underwent content validation using Lawshe's (1975) method by five experts and was pilot tested respectively. Findings revealed that the learners received a high level of home reading support and demonstrated a high level of literacy skills, while their overall reading level was classified as very high. Moreover, home reading support showed a significant relationship with reading level, whereas literacy skills exhibited a significant relationship with reading level. The study concludes that strengthening literacy competencies and sustaining parental support at home play vital roles in enhancing learners' reading achievement and overall literacy development.