Parental and significant others ' involvement in the preschool learners' phonological awareness in an inclusive classroom

Abstract

The aim of this descriptive correlational study was to find out the level of parental and significant others' involvement to preschool learners' phonological awareness. It also determined if the parental and significant others' involvement had a significant influence on the preschool learners. Furthermore, the current level of phonological awareness of the preschool learners as well as the phonological sound that the preschool learners have found difficult to recognize were also identified. The participants of the study were the 42 preschool learners and their parents from the Prep class. The instruments were validated. Students were given the Phonological Awareness Test (PAST) individually as a pretest. After two weeks, they were given the posttest. The parents rated the Parental and Significant Others' Questionnaire (PSOQ) regarding their involvement on the phonological awareness of the preschool learners. The data were summarized and interpreted using non-parametric statistics. The mean was used to determine the level of phonological awareness of the preschool learners and the phonological sound that they found difficult to recognize. It also determined the level of parental and significant others' involvement. The linear regression was used to test whether the parental and significant others has a significant influence on the preschool learners' phonological awareness. The results showed that the level of phonological awareness of the 42 preschool students in the posttest were approaching proficiency in medial sound recognition, proficient in phoneme blending, advanced in syllable segmentation, advanced in rhyme recognition, proficient in rhyme production, as well as proficient in concept of a spoken word. The phonological sound that the preschool learners have difficulty with was the medial sound recognition with level approaching proficiency. The parents were sometimes involved while the significant others were occasionally involved in the preschool learners' phonological awareness . Linear regression result revealed that parental and significant others' involvement is not statistically significant on the phonological awareness of the preschool learners. It has no significant influence on the phonological awareness of the learners. It means that the parents alone cannot have a direct influence on the preschool learner's phonological awareness. Other factors such as the teacher, provision of books and materials for studying, media exposure, and other materials may also contribute to the improvement of the phonological awareness of the preschool learners. It was recommended that SPED, preschool, and general education teachers may evaluate or assess the students with difficulty before they can be accepted to work with a group. Parents may continue providing the learning needs of their children.