TABLE 1.

AGE

AGE FREQUENCY %
2 2 8
3 3 12
4 13 52
5 7 28
TOTAL 25 100
ANALYSIS

Table 1 shows the child’s age profile of the respondents, with age 4 posts the highest
frequency of 13 or 52 percent of the total 25 respondents. The other child’s age posted the following
frequencies: 7 or 28 percent for age 5, 3 or 12 percent for age 3. Lastly, child age 2 got the lowest
frequency of 2 or 8 percent.

As a whole, at age of 4, parents are much concern to their child to attend school. That is why it is very
important that each child should attend daycare to prepare them when they enter kindergarten
school. There are fewer age of child such as 3 and 2 that parents are more concerned to attend their
child in school.

TABLE 2. GENDER

GENDER FREQUENCY %
BOY 11 44
GIRL 14 56
TOTAL 25 100
ANALYSIS

The table 2 shows the frequency distribution of respondents in terms of gender, with 14 or 56
percent female and 11 or 44 percent male. This finding clearly indicates that there are more female
than male daycare children.

TABLE 3. READING LEVEL OF THE CHILD

READING LEVEL OF THE CHILD FREQUENCY %

DEVELOPING 15 60
BEGINNING 9 36
ADVANCE 1 4
TOTAL 25 100
ANALYSIS

The table 3 shows the reading level of the child out of 25 respondents. The highest frequency is the
developing out of 15 responses has 60percent.While beginning level out 9 frequency has 36
percent.Lastly the distribution of frequency of respondents interms of advance ,with 1or 4 percent.

TABLE 4. EDUCATIONAL ATTAINMENT OF PARENTS

 EDUCATIONAL ATTAINMENT FREQUENCY %
ELEMENTARY 3 12
SECONDARY 10 40
TERTIARY 12 48
TOTAL 25 100
ANALYSIS

Out of 25 respondents, 12 or 48 percent finished tertiary while 10 or 40 percent are finished

secondary education. Finally 3 or 12 percent of the respondents finished elementary education.

As a result, there are still more parents who graduates tertiary, therefore there are more
tendency that they have opportunity to help their child in terms of supporting in complimenting
reading readiness to their child. To the parents who graduated secondary and elementary should give
more time and support to their child to encourage them in reading readiness and lifelong learning.

TABLE 5. CAN CHILD READ WITHOUT THE SUPPORT OR ASSISTANCE OF ADULTS

CAN CHILD READ WITHOUT THE FREQUENCY RANKING

SUPPORT OR ASSISTANCE OF
ADULTS
YES 9 2
NO 16 1
ANALYSIS

The table 5 shows the frequency distribution of the respondents in terms of child can read without the
support or assistance of adults. Out of 25 respondents mostly answers no with 16 while the other
respondents answer yes with 6

As a result it was stated that most children can’t read without the support and assistance of adults

TABLE 6. READING MATERIALS FOUND AT HOME

READING MATERIALS FREQUENCY RANKING

CELLPHONE 21 2
STORY BOOK 21 2
WORKING BOOK 11 6
CHARTS 18 3
FLASH CARDS 12 5
MAGNETIZE ALPHABET LETTERS 4 9
 TABLET 3 10
LAPTOP 5 7.5
TELEVISION 15 4
AUDIO BOOKS 1 11
MAGAZINE 5 7.5
TOTAL 116

TABLE 7. METHODS THAT PARENTS USED IN HELPING THE CHILD TO READ

METHODS THAT PARENTS USED IN HELPING THE CHILD TO ALWAYS SOMETIMES NEVER
READ FREQUENC FREQUENCY FREQUENCY
Y

1.I ask my child’s teacher about his/her reading skills. 11 11 3

2.I help my child working on activities and assignments. 19 5 0
3. I talk with my child about what he/she did in school. 23 2 0
4. I read story books before he/she goes to sleep. 8 13 4
5. I always teach my child about the importance of 16 9 0
reading.
6. I don’t force my child if he/she doesn’t want to read. 3 13 9
7. I always take time with my child to read every day. 7 18 0
8. I send my child for tutorial for reading session. 4 8 13
9. I offer reward for my child for him/her to be interested 10 12 4
in reading.
10. I have patience with my child when I teach him to 16 7 1
read.
11. I get angry when my child does not want to read. 0 15 10
12. I encourage my child to join activities that involves 13 11 1
reading.
13. I engage my child to interact using technology. 8 13 4
14. I prepare comfortable reading place/area for my child. 14 10 1
15. I allow my child to choose certain materials that they 12 11 2
want to use.