Abstract: The Covid-19 epidemic lock downs have had a significant impact on the development of reading among young language learners around the world for the past three years. Certainly, the support of family members at home, who served as facilitators of the young elementary learners during the distance learning, needs to be strengthened. The researchers wanted to see how different family-based support systems were used at home before and after the epidemic. The researcher conducted a systematic literature review in which studies on this topic were evaluated using inclusion-exclusion criteria, and it was discovered that there are four types of family-based support systems for reading at home: home-based shared reading support, play and learn systems, parental intervention support, and promoting writing prompts and reading support. The major impacts of the support system were divided into three categories: motivating and promising effects, linguistic development effects, and family relationship strengthening effects. It was suggested that increasing community participation in reading campaigns is critical to helping the community meet its reading challenge.
Keywords: young language learners, distance learning, family-based support systems, systematic literature review.
Title: BRIDGING LITERACY GAPS: A SYSTEMATIC LITERATURE REVIEW OF FAMILY-BASED READING SUPPORT SYSTEM
Author: Mannefer B. Tallayo
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 11, Issue 2, April 2023 - June 2023
Page No: 154-164
Research Publish Journals
Website: www.researchpublish.com
Published Date: 08-May-2023
