Collaborative Strategies of Teachers and Parents and Their Impact on Learners’ Reading Levels

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{"abstract":"This study was conducted to seek results on the collaborative strategies of teachers and parents addressing reading difficulties of learners in public elementary schools in San Fernando I, Division of Bukidnon, School Year (SY) 2024-2025. This study revealed the following results: Majority of respondents, primarily early to mid-career women, engage in professional development activities, potentially influencing gender-related research interpretations, with varied educational backgrounds and limited higher-level training opportunities. Both teachers and parents exhibit high effectiveness in collaborative strategies for addressing reading difficulties, including Communication, Goal Setting, Planning, Parental Involvement, Support, and Collaboration Climate. The data reveals a concerning distribution with many learners classified in the Instructional and Frustration categories. A significant gap exists in the effectiveness of collaborative strategies between teachers and parents addressing learners' reading difficulties. The following recommendations are hereby offered in this study: Teachers should promote professional development initiatives to benefit from the diverse perspectives of predominantly female, early to mid-career colleagues, enhancing teaching methodologies and enriching the educational experience for all through advanced education and higher-level training. By sustaining and enhancing the highly effective collaborative strategies in areas like Communication, Goal Setting, Planning, Parental Involvement, Support, and Collaboration Climate, teachers can create an environment conducive to addressing reading difficulties and fostering learner success. Parents need to continue actively employing highly effective collaborative tactics for academic success. Learners encourage to seek additional support and resources to meet grade-level reading standards. Learners encourage to actively engage with both teachers and parents to leverage various solutions aimed at addressing reading challenges to enhance reading skills and academic achievement.","abstract_source":"original","authors":["Jessielyn Joy Yapao-Alcantara","Lutchie Ducot"],"date":"2025-07-19","doi":"10.70838/pemj.420805","id":5837,"issue":8,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"d0157bad15e82677f520997f61f874c8bb68547ed7808eb99d2ffa9ed50697d8","schema":"scimatic-article/1","title":"Collaborative Strategies of Teachers and Parents and Their Impact on Learners’ Reading Levels","volume":42}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/5837.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(5837)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c29000000000000000000000000000000000000000000000000000000000000016cd"},"latest"]}'

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