Assessing the Influence of Home Literacy Environment on the Literacy and Numeracy Skills of Preschoolers

Abstract

This study assessed the influence of the home literacy environment on the literacy and numeracy skills of preschoolers. Utilizing a descriptive-correlational research design, the study aimed to determine the status of home literacy environments as perceived by parents, covering physical environment, parent and child literacy habits, parent-child interaction, and parental beliefs. It also measured learners’ proficiency in alphabet knowledge, phonological awareness, book and print knowledge, number skills, attribute identification, and thinking skills. Purposive sampling was employed to select 100 parent respondents and two preschool teachers. Data were gathered using a validated home literacy environment questionnaire and the DepEd LitNum Assessment Tool. Statistical analysis involved frequency counts, weighted means, and Pearson’s correlation coefficient. Results revealed that while most households demonstrated positive literacy environments and learners generally achieved intermediate to advanced levels in both literacy and numeracy, the relationships between the home literacy environment and children’s academic skills were not statistically significant (p > 0.05). Nonetheless, findings highlighted specific gaps, particularly in book and print knowledge, which warranted targeted intervention. In response, a comprehensive action plan was developed to foster stronger home-school partnerships, promote skill-specific learning activities, and institutionalize sustainable family engagement practices. The research underscored the need for collaborative, skill-focused strategies to enhance early learning outcomes.