Desiree T. Perey

Cataning Integrated School

Completed 2026

ABSTRACT

This study examined the implementation of Project APATE (Advocating Passionate Readers and Thoughtful Parents’ Engagement) in improving the early reading skills of Kindergarten and Grade 1 learners at Cataning Integrated School. It specifically aimed to determine the perceptions and experiences of teachers and parents, assess changes in learners’ reading performance, and explore the sustainability of home–school collaboration in literacy development. The study also sought to understand how structured parental involvement and teacher-guided interventions contribute to early literacy outcomes.

A qualitative research design was utilized, employing thematic analysis to interpret the collected data. The participants included eight Kindergarten and Grade 1 teachers and forty parents who were actively involved in supporting learners’ reading development. Data were gathered through semi-structured interviews, classroom and home observations, and document analysis. These instruments were used to capture meaningful insights regarding the implementation process and its impact on learners’ reading skills.

Findings revealed that Project APATE significantly enhanced learners’ reading fluency, comprehension, vocabulary development, confidence, and classroom participation. The integration of phonics-based instruction, guided reading activities, and interactive literacy strategies, supported by consistent parental engagement, contributed to noticeable improvements in learners’ performance. Moreover, strong teacher–parent collaboration and regular home reading practices were identified as key factors in sustaining literacy development. Although challenges such as differences in learner abilities and limited time were observed, continuous support and structured interventions helped maintain progress.

The study was limited to selected Kindergarten and Grade 1 teachers and parents in one public school, which may restrict the generalizability of the findings. Nonetheless, it provides valuable insights into the effectiveness of collaborative literacy interventions and highlights the critical role of home–school partnerships in early reading development. The findings may serve as a basis for enhancing literacy programs, strengthening policy implementation, and guiding future action research in basic education.