Home–School–Community Partnerships and the Reading Development Experiences of Key Stage 1 Learners: A Qualitative Study at Sto. Tomas Central School

Authors

  • JENNILYN MALENAB Northeastern College Santiago City, Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i2.87

Keywords:

home–school partnership, community involvement, reading performance, literacy development, Key Stage 1 learners, elementary education

Abstract

This study explored the experiences, perceptions, and challenges related to home–school–community partnerships and their contribution to the reading development of Key Stage 1 learners at Sto. Tomas Central School. Anchored on Epstein’s Framework of School–Family–Community Partnerships and Bronfenbrenner’s Ecological Systems Theory, the study employed a descriptive qualitative research design to gain a deeper understanding of how parents, teachers, community stakeholders, and learners collaboratively support literacy development among early-grade learners. Participants included Key Stage 1 teachers, parents, community stakeholders, and selected learners from Grades 1 to 3. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis of school literacy programs and reading initiatives. The collected data were analyzed using Braun and Clarke’s (2006) thematic analysis approach. Findings revealed that home–school–community partnerships play a vital role in fostering learners’ reading engagement, confidence, and literacy development. Parents provided home-based reading support and encouragement, teachers implemented learner-centered reading interventions and literacy activities, while community stakeholders contributed through literacy programs, resource assistance, and collaborative educational initiatives. The study further revealed that meaningful communication and shared responsibility among stakeholders strengthened learners’ motivation and participation in reading activities. However, challenges such as limited parental availability, insufficient reading materials, financial constraints, and inconsistent community involvement affected the sustainability of literacy support programs. The study concludes that collaborative partnerships among homes, schools, and communities create supportive literacy environments that contribute positively to the reading development of Key Stage 1 learners. Strengthening stakeholder collaboration, sustaining community-based literacy programs, and enhancing parental engagement are essential in promoting holistic literacy development among early-grade learners.

References

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Published

2026-06-12

Issue

Vol. 2 No. 2 (2026): Studies in Interdisciplinary Horizons

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Articles

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