Exploring Home, Media, and Teaching Quality as Links to Grade 2 Readers

Abstract

Reading proficiency in the early grades is a critical foundation for academic achievement, yet many young learners continue to struggle with decoding and comprehension. This descriptive-correlational study examined the influence of home literacy environment, educational media exposure, and teaching quality on the reading skills of Grade 2 struggling readers in selected public elementary schools in Gingoog City. Grounded in the Ecological Systems Perspective, the study explored how these contextual and instructional factors shape pupils' phonics and comprehension abilities. Participants included 296 Grade 2 struggling readers, their parents, and their respective teachers. Data were collected using validated questionnaires and a researcher-developed reading assessment tool. Multiple regression analysis was employed to determine predictive relationships among variables. Results indicate that home literacy environment, educational media exposure, and teaching quality were all rated high; however, only teaching quality demonstrated a statistically significant effect on reading skills. The overall regression model was not significant, suggesting that additional variables beyond those examined likely account for pupils' reading difficulties. Future research should explore longitudinal designs and broader ecological factors to deepen understanding of early literacy development among struggling readers.