Parental Engagement and Its Impact on Grade Three Learners’ Reading Comprehension Skills

Abstract

This study examined the role of parental engagement in the reading comprehension skills of Grade Three learners at Mohon Elementary School, Talisay City, Cebu. It focused on two areas of involvement: how parents encourage their children to read and how they model positive attitudes toward reading. The study used a descriptive correlational design with the Input–Process–Output (IPO) framework. Data were collected using an adapted parental involvement questionnaire and the Philippine Informal Reading Inventory (Phil-IRI) to measure learners’ reading comprehension. Findings showed that parents were moderately involved in encouraging their children to read and highly involved in modeling positive attitudes toward reading. The results also revealed that demographic factors such as age, gender, educational attainment, income, and occupation were not significantly related to parental involvement, except for civil status, which showed a meaningful difference. However, the study found no sinificant relationship between the level of parental involvement and the learners’ reading comprehension performance. This suggests that while parents play an important role in supporting reading, other factors such as school instruction, learning resources, and individual learner characteristics may have stronger effects on comprehension. The study highlights the importance of strengthening both home and school efforts to improve children’s reading skills.