ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study examined the relationship between family engagement and literacy development in Grade 1 learners at San Juan Central Elementary School with SPED Center. Anchored in Bronfenbrenner’s Ecological Systems Theory, complemented by Social Cognitive and Sociocultural Theories, the research explores the multifaceted nature of family engagement, encompassing communication, participation in school activities, and home-based literacy support. The study utilized a descriptive-correlational design, employing questionnaires and the Comprehensive Rapid Literacy Assessment (CRLA) to gather data from 90 Grade 1 learners and their parents. Respondent profiles included age, sex, educational attainment, occupation, household income, and family structure. The CRLA results showed significant improvement from pre-test to post-test, with a notable increase in “Grade Ready” students. However, analysis revealed no significant correlations between demographic variables (age, sex, education, occupation, income, family structure) and either CRLA scores or levels of family engagement. While family engagement was rated highly across all dimensions (learning about student activities, school communication, using achievement data, community collaboration), no significant correlations were found between these dimensions and CRLA scores, although using student achievement data showed the strongest, albeit non-significant, correlation with post-test results. The findings suggest that while a supportive school environment and strong communication are crucial for family engagement, more targeted, data-driven literacy support strategies may be needed to directly impact literacy outcomes as measured by the CRLA. The study recommends maintaining the inclusive environment, documenting effective literacy instruction, strengthening data-sharing with families, designing focused family literacy workshops, providing teacher professional development on literacy-focused engagement, and implementing a comprehensive family engagement program. Future research could explore longitudinal studies to establish causal relationships and investigate the impact of specific literacy-focused interventions on CRLA scores. Keywords — Family engagement, Literacy development, Comprehensive Rapid Literacy Assessment (CRLA), Pre-test, Post-test