Philippine E-Journals

References:

1. Acabado, C. (2018). Impact of parental involvement on reading development of learners. Research Gate DOI: 10.13140/RG2.2.35995.31524
2. Akey, K. (2017). The adolescent’s sense of being literate: Reshaping through classroom transitions (Doctoral dissertation, The University of Oklahoma).
3. Allen-DeBoer, R., Malmgren, K. W., & Glass, M. (2016). Reading instruction for youth with emotional and behavioral disorders in a juvenile correctional facility. Behavioral Disorders, 32(1), 18–28
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5. Ayoubian, A., Nasiripour, A. A., Tabibi, S. J., & Bahadori, M. (2020). Evaluation of Facilitators and Barriers to Implementing Evidence-Based Practice in the Health Services: A Systematic Review. Galen medical journal, 9, e1645. https://doi.org/10.31661/gmj.v9i0.1645
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20. Coutland, M. C., & Leslie, L. (2020). Beliefs and practices of three literacy instructors in elementary teacher education. Alberta Journal of Educational Research, 56(1), 19–30.
21. Darling-Hammond, L. (2020). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teacher’s College, Columbia University. ISBN: 978-0807749621.
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28. Dulay, KM, Law, SY, McBride, C., and Suk-Han Ho, C. (2021). Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: A cross-lagged panel analysis in Chinese, Journal of Experimental Child Psychology, Volume 206, 105100, ISSN 0022-0965, https://doi.org/10.1016/j.jecp.2021.105100
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30. Elleman, AM (2019). Reading comprehension research: implications for practice and policy, Sage Journals, Volume 6, Issue 1, https://orcid.org/0000-0001-6686-589X https://doi.org/10.1177/2372732218816339
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32. Faggella-Luby, M., Schumaker, J. S., & Deshler, D. D. (2017). Embedded learning strategy instruction: Story-structure pedagogy in heterogeneous secondary literature classes. Learning Disability Quarterly, 30(2), 131–147.
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38. Garces-Bacsal, R.M. (2020). Diverse books for diverse children: Building an early childhood diverse book list for social and emotional learning, Journal of Childhood Literacy, Volume 22, Issue 1,  https://doi.org/10.1177/1468798420901856
39. Garcia, A.S. and de Guzman, M.T. (2020). The meanings and ways of parental involvement among low-income Filipinos, Early Childhood Research Quarterly, Volume 53, Pages 343-354, ISSN 0885-2006, https://doi.org/10.1016/j.ecresq.2020.05.013.
40. Geske, A. and  Ozola, A. (2020). Parents’ impact on students’ reading achievement. 3:656        DOI:1017770/sie2020vol3.5049
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44. Hillier, K. (2024). How having conversations with children builds their language — and strengthens family connections. Retrieved from https://theconversation.com/
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46. Hwang, J. K., Lawrence, J. F., Mo, E., Snow, C. E. (2015). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332
47. Jiménez, R. T., Smith, P. H., & Teague, B. L. (2019). Transnational and community literacies for teachers. Journal of Adolescent & Adult Literacy, 53(1), 16–26.
48. Johnson, K. (2023). What is phonological awareness? Retrieved from https://www.understood.org/en/articles/ March 29, 2024
49. Jones, N. M. (2014). The role of personality and professional learning community quality in predicting teacher effectiveness (Doctoral dissertation, George Mason University).
50. Joshi, M. R., Dahlgren, M., & Boulware-Gooden, R. (2012). Teaching reading in an inner-city school through a multi-sensory teaching approach. Annals of Dyslexia, 52, 229–242.
51. Kakotree (2023). The role of parents in supporting phonics learning, Retrieved from https://kokotree.com/ March 29, 2024
52. Kaminski, R. A., Powell-Smith, K., Hommel, A., McMahon, R., & Aguayo, K. B. (2014). Development of a tier 3 curriculum to teach early literacy skills. Journal of Early Intervention, 36(4), 313–332.
53. Kelly, N.E. (2020). Family engagement in schools: Parent, educator, and community perspectives, https://journals.sagepub.com/ https://doi.org/10.1177/21582 44020973024
54. Kibler, A. (2019). Talking writing: Adolescent English learners in the content areas (Doctoral dissertation, Stanford University).
55. Kim, K., Birditt, K., Zarit, S., and Fingerman, K. (2019). Typology of parent-child ties within families: Associations with psychological well-being, Journal of Family Psychology, 34(4):448-458 DOI:10.1037/fam0000595
56. King, S. A., Lemons, C. J., & Hill, D. R. (2012). Response to intervention in secondary schools: Considerations for administrators. National Association of Secondary School Principals. NASSP Bulletin, 96(1), 5–22.
57. Kirsch, C., & Bergeron-Morin, L. (2023). Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study. International Journal of Multilingualism, 20(4), 1386–1403. https://doi.org/10.1080/14790718.2023.2195658
58. Ko, T., & Hughes, M. T. (2015). Reading comprehension instruction for adolescents with learning disabilities: A reality check. Education Sciences, 5(4), 413–439
59. Lanford, J.E. (2021). The importance of fathers for child development, Psychology Today, https://www.psychologytoday.com/us/
60. Lareau, A. (2017). Social class differences in family-school relationship: The importance of cultural capital. Sociology of Education, 60, 73-85.
61. Lareau, A. (2013). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
62. Lareau, A., & Shumar, W. (2016). The problem of individualism in family-school policies. Sociology of Education, 69, 24-39.
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65. LeVos, JS (2021). What is phonological awareness? A guide for parents. Retrieved from
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67. Li, J., Peng, P., Ma, X. et al. (2023). How does family socioeconomic status influence children’s reading ability? Evidence from Meta-analytic Structural Equation Modeling. Educ Psychol Rev 35, 119 (2023). https://doi.org/10.1007/s10648-023-09834-1
68. Llego, M. A. (2022). The importance of parental involvement in education. TeacherPH. Retrieved September 4, 2022 from, https://www.teacherph.com/parental-involvement-education
69. Macy, M. G., & Bricker, D. D. (2016). Practical applications for using curriculum-based assessment to create embedded learning opportunities for young children. Young Exceptional Children, 9(4), 12–21.
70. Maeng, J., & Lee, J. (2021). Exploring parental involvement and its effects on children’s literacy outcomes during COVID-19: A mixed-methods study,
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75. Naparan, G. and Olivar, M.J. (2023). Parental involvement and academic performance of students in online class learning modality. Research Gate. Volume 10, Issue 2. DOI: 10.23918/ijsses.v101p16.
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77. Noviant, R. and Suarman, S. (2023). Parenting in cultural perspective: A systematic review of paternal role across cultures, Research Gate, 10(1):22-44 DOI:10.29333/ejecs/128
78. Okorn, A., Verhoeven, M., & Van Baar, A. (2022). The Importance of Mothers’ and Fathers’ Positive Parenting for Toddlers’ and Preschoolers’ Social-Emotional Adjustment. Parenting, 22(2), 128–151.
79. Padeliadu, S. and Giazitzidou, S. (2018). A synthesis of research on reading fluency development: Study of eight meta-analysis, Research Gate https://www.researchgate.net/publication
80. Parker, C. A., Holland, G., & Jones, D. (2013). The effectiveness of two reading intervention programs in a South Texas urban school district. National Forum of Applied Educational Research, 26(3), 1–10.
81. Parker, D. C. (2012). Examining the potential use of instructionally relevant assessment data in early writing (Doctoral dissertation, University of Minnesota).
82. Paterson, P. & Elliott, L.  N. (2016).  Struggling  reader  to struggling reader: High school
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88. Quan-Hoang, V., Viet-Phuong, L, T. Nguyen, T.H., Minh-Hoang, N., Vuong, T.T., Ha-My Vuong, Manh-Toan, H. (2021). Impacts of parents and reading promotion on creating a reading culture: Evidence from a developing context, Children and Youth Services Review, Volume 131,
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99. Schmid, E., & Garrels, V. (2021). Parental involvement and educational success among vulnerable students in vocational education and training. Educational Research, 63(4), 456–473. https://doi.org/10.1080/00131881.2021.1988672
100. Servais,   K.,  Derrington, M. L.,   & Sanders, K.   (2019).   Professional learning
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105. Steiner, L.M., Hindin, A. & Rizzuto, K.C. (2022). Developing children’s literacy learning through skillful parent–child shared book readings. Early Childhood Educ J 50, 539–553 (2022). https://doi.org/10.1007/s10643-021-01170-9
106. Teepe, RX, Molenaar, I, Oostdam, r., Fukkink, R and Verhoeven, L. (2019). Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program, Early Childhood Research Quarterly, Volume 48, Pages 226-236, ISSN 0885-2006, https://doi.org/10.1016/j.ecresq.2019.03.001.
107. Tekyi-Arhin, O. (2023). Strategies for promoting literacy development in young children for teachers and parents, Research Gate https://www.researchgate.net/publication /369022078 DOI:1013140/RG.2.2.32720.38407
108. Thompson, L. (2023). The importance of student engagement: why active participation is essential for learning, https://eduengagement.com/
109. Tinapay, A., Seno, R., Fernandez, D.S., and Tirol, S.L.,  (2021). Exploring student reading comprehension and parental intervention: a literature review, Research Gate, Volume 2, Issue 4, 189-199. DOI:10.544.76/iinarj220
110. Tolentin, C. (2023). Implementation and challenges of reading intervention programs in face-to-face, Psychology And Education: A Multidisciplinary Journal 2023 Volume: 14 Pages: 153-168 Document ID: 2023PEMJ1246 DOI: 10.5281/zenodo.8402809
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114. Waltz, T. J., Powell, B. J., Fernández, M. E., Abadie, B., & Damschroder, L. J. (2019). Choosing implementation strategies to address contextual barriers: diversity in recommendations and future directions. Implementation science : IS, 14(1), 42. https://doi.org/10.1186/s13012-019-0892-4
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116. Yang, L., Chiu, M. M., & Yan, Z. (2021). The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective. Educational Psychology, 41(7), 821–824. https://doi.org/10.1080/01443410.2021.1964855