CHAPTER I

Introduction

Rationale

Reading has established itself as a powerful force in education and other aspects

of life. Reading, as one of the literacy skills, is a protection against loneliness. It was

man's first glimpse of life. Reading brought the past and future into the present. Reading

provides an opportunity for an individual to broaden his horizons of knowledge and

identity; to extend and intensify his interests in order to obtain a better understanding of

himself (Rout and Chettri, 2013).

Reading habits were a well-planned and systematic routine of study that resulted

in students' constancy in learning academic subjects and passing tests. Students'

academic outcomes were heavily influenced by their reading habits. Reading and

academic accomplishment were intertwined and interdependent. Students frequently

come from diverse backgrounds and locales, with varying degrees of academic

performance. As a result, they have different reading habits. While some students have

wonderful reading habits, others have bad reading habits. Academic accomplishment

refers to how much information a someone has gained through school (Bashir & Mattoo,

2012).

According to Palani (2012), reading is a necessary and significant part of

establishing a literate society in our planet. It shapes people's personalities, assists them

in developing right thinking skills, and generates new ideas. However, changes in the

mass media have continued to affect interest in hard copy literatures such as books,

periodicals, journals, and so on.

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Reading comprehension was one of the most challenging cognitive tasks for

humans to teach, assess, and investigate. (2019, Elema and Uslond) Reading

comprehension abilities were essential for students to properly complete the educational

goals and expectations that were expected in classroom settings. Understanding textual

information, for example, plays a crucial function in assisting learners to swiftly discover

material that was related to the text, reject information that was irrelevant to the text, and

determine the important information to focus on. Academic achievement also

necessitated students' ability to comprehend, evaluate, and apply knowledge gleaned

from their reading (Clarke et. al, 2013). The importance of being able to understand

written materials increases significantly in all academic areas as students move from

one grade to another (Wong, 2011).

In December2019, Malacañang stated that "poor reading comprehension of

Filipino kids is a fact." According to a 2018 global study called Program for International

Assessment (PISA), among 600,000 students globally, Filipino students around the age

of 15 received a reading comprehension rating of 340 points, which was lower than the

average of 487 points (Manaog, 2020).

The researcher chose this study to know the possible reasons behind the

problem. The researcher needed to know the hardships that the pupils were

experiencing when it comes to reading in their elementary years if these were the result

of how much parents involved their selves in the reading and learning process of their

children or not at all. Also, to know the capacity of the pupils in reading and

comprehending the text. Given that not all children have the capacity to read and

comprehend easily. Hence, this study has focused on the extent of parent’s involvement

on their children’s reading habits and the perceived effects on the pupil’s reading

comprehension.
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Research Objectives

This study aimed to determine the parents’ involvement to their children’s reading

habits and its perceived effects on the pupil’s reading comprehension in Esperanza

Elementary School, Purok Paraiso, Barangay Esperanza, Koronadal City, South

Cotabato.

Specifically, the researchers sought answers to find the following objectives:

1. To determine the level of parent’s involvement in their children reading habits to

which involvement their selves in reading.

2. To determine the perceived effects of their involvement in the level of

comprehension of the pupils.

3. To determine the significant relationship between the extent of parent’s

involvement and the perceived effects on the reading comprehension.

Hypothesis of the Study

From the problem stated above, a null hypothesis was formulated:

H01: There is no significant relationship between the extent of parent’s involvement and

the perceived effects on the reading comprehension.

Review of Related Literature

This chapter contained the Related Literature and Studies that supports the

problem and questions of this research study. It composed of various point of view or

conclusion came from different authors and organizations.

According to Herbert (2013), research shows that children with reading difficulties

have weak inference abilities. Inferring what is happening in a tale is an important

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cognitive ability. It allows the reader to go beyond the surface meaning of a piece and

find the author's hidden meaning.

Logsdon (2019) stated that there are several symptoms of reading difficulties.

Naturally, comprehension reading issues influence a wide range of academic disciplines.

Students who fail to grasp what they read may suffer in a range of academic areas other

than reading and writing. Any class that relies on reading, interpreting, and explaining

written content, such as language arts, science, history, and related areas, can be

difficult for students who struggle with reading.

In a longitudinal study of 312 Dutch students from the beginning of fourth grade

to the end of fifth grade, Verhoeven underlined the relationship between knowledge of

reading methods and reading problems. Reading problem, reading strategy, reading

fluency, vocabulary, and working memory tests were given. To evaluate the unique

relationships between reading methods and reading issues while controlling for reading

fluency, vocabulary, and working memory, a structural equation model was built. The

findings revealed that reading methods had a distinct influence on reading issues, as

well as on reading strategies themselves (Verhoeven, 2017).

The influence of out-of-school elements on learners' hearing and reading skills in

year four of formal foreign language (FL) education, on the other hand, according to the

International Journal of Multilingualism. We explicitly include parents' educational level,

parents' professional use of the FL, exposure, interaction, and cognate linguistic

distance. Listening and reading tests, as well as a parent questionnaire, were used to

collect data. According to the findings of the statistical studies, cognate linguistic

distance was the biggest predictor of both hearing and reading scores, followed closely

by exposure, parents' FL usage at work, and some distance international interaction

 5

the educational levels of parents had little effect on listening or reading scores, and

domestic interaction had no effect on either. Furthermore, the findings support prior

study on young learners' accidental FL acquisition through subtitled film viewing, since

film viewing was the most potent exposure type for both hearing and reading. The usage

of FL at work by parents linked strongly with exposure, demonstrating that parental

influence has an effect on the opportunities for their children's FL exposure (Lindgren,

2012).

Struggling readers have no idea why they are having problems reading. To help

these youngsters, we must first understand why and where these challenges are

occurring. Many students who learn to read proficiently in grades one or two are unable

to grasp novels required in grades three or four. One explanation for this is a lack of

appropriate terminology (Admin, 2012).

According to NRP (2011), a critical component of second language learning is

the reading difficulty. As a fundamental component of language learning, it is obviously

not an easy task. Fluency, described as the "capacity to read aloud, with speed,

precision, and good expression," is one of the fundamental aims of reading. According to

the findings of a research conducted by the NRP (2011), following the elementary

grades, a rise in reading complexity frequently leads kids to struggle with academics,

even if they previously performed well. Students who lack fluency are more prone to

avoid both oral and silent reading because they are afraid of failing. These ten kids who

avoid reading are exposed to less new concepts and language, which may have an

influence on their academic and intellectual standing (Worthy & Broaddus, 2012).

The NRP also discovered a substantial link between fluency and understanding.

According to Perfetti (1977), sluggish word processing speed interferes with reading
 6

automaticity, which decreases understanding. Thus, both quick reading of high

frequency words and rapid decoding as a way of improving text comprehension appear

to be essential for typical reading development (Fuchs et al., 2015).

Phonemic awareness, phonics, fluency, vocabulary, and comprehension are the

five critical domains for reading teaching. As a result, all of these areas are critical to

becoming a skilled and fluent reader (NICHHD, 2012).

Students often complain of not read a text; therefore, they fail in answering to the

questions (Shehu, 2015).

According to Basaraba, the reading difficulty is a complicated process requiring

several building-block skills. According to one reading issue model, comprehension is

the outcome of three levels of skills: literal reading, inferential comprehension, and

evaluative reading problem (Basaraba, 2013).

Reading is the actual foundation of all learning. Everything, whether it be

arithmetic, physics, or even home economics, begins with the written word. More

reading is frequently necessary as students advance up the educational ladder as

courses grow denser and more difficult (Philippine Star, 2011).

Tongson's citation attests to the degradation of reading skills among students in

the country after the implementation of the Every Child a Reader Program (ECARP),

which the Bureau of Elementary Education (BEE) supports by producing the Philippine

Informal Reading Inventory (Phil-IRI) ( Tongson Jr., 2015).

The benefits of frequent leisure reading for literacy development have long been

recognized, and as such, encouraging children to be lifelong readers is an educational

need. Teachers who model passionate leisure reading can play a significant role in
 7

instilling a strong love of reading in youngsters so that they engage in the activity on a

regular basis. It is unknown, however, if all instructors have the time, interest, and

knowledge to actively model a love of reading in their classes (Merga, 2016).

Reading, according to Leipzig, is a multidimensional activity that includes word

recognition, comprehension, fluency, and motivation. According to Leipzig,

understanding how readers blend various features to generate sense from print is critical

in the reading process (Leipzig, 2012).

Cziko stated in 2011 that reading is not as simple as pulling the words off the

page. They go on to say that reading is a sophisticated problem-solving process in which

the reader strives to make meaning of a text not just from the words and phrases on the

page, but also from the thoughts, memories, and knowledge inspired by those words

and sentences (Cziko, et al., 2011).

Bottom-up theories, according to Reutzel (2013), propose that learning to read

develops from youngsters acquiring chunks of language to understanding complete

texts. On the contrary, top-down procedures think that an individual's past knowledge

and expectations govern information acquisition (Reutzel et.al., 2013).

According to Warren's research, there are a number of markers that may be

utilized to identify pupils who would most likely require specific teaching in reading

comprehension. She lists four causes of poor reading comprehension. First, learners

who have or had poor spoken language abilities in preschool. Second, kids with poor

word decoding abilities. Third, students who have poor executive functioning skills,

particularly in working memory, which requires the use of one's inner eye and inner

voice. Finally, those with low language processing abilities (Warren, 2016).
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Silber stated that some children believe they can read. After all, they know every

word. However, this does not imply that they comprehend what they read. Poor reading

can be caused by disinterest, difficulty decoding individual words, literature that is too

challenging for a child's reading level, a deficiency in working memory, which is frequent

in children with ADHD, visual processing dysfunction, and a restricted vocabulary. When

children cannot grasp what they read, their potential to succeed in school suffers.

Reading comprehension is required in all courses, including science and math. Even

tests and examinations need adequate reading comprehension, which leads in bad

grades and test scores if a student has a reading difficulty. Can't answer questions about

what they just read, don't understand the logical sequence of a story, can't tell the story

after reading it, can't connect individual sentences or paragraphs of text together to

make sense of what they've read, doesn't know the meaning of individual words, and

loses interest in reading or gives up quickly are all signs of poor reading (Silbert, 2014).

Many young learners face difficulties with the reading process, and for some, it is

a persistent issue. According to new estimates, one in every ten children has a reading

disability, such as dyslexia, which affects scholastic performance in the areas of word

decoding, reading comprehension, reading fluency, word retrieval, reading speed, and

tracking. To begin, we may learn to identify common signs so that pupils can be properly

examined and diagnosed. Second, we may learn about the remedial methods and

resources available to assist these children in overcoming and managing these

obstacles (Warren, 2014).

Reading issues arise when a person has difficulty reading or comprehending

what they read. One sort of reading difficulty is dyslexia. It mainly relates to trouble

reading individual words, which can lead to difficulties interpreting text. The majority of

reading difficulties are caused by abnormalities in how the brain processes printed words
 9

and text. These disparities are typically apparent from a young age. However, a person

might have a reading issue at any age due to a brain damage. People with reading

impairments sometimes struggle to recognize words they already know and comprehend

the content they read. They may also be terrible spellers. Not everyone with a reading

issue exhibits all of the symptoms. Reading difficulties are not a sort of intellectual or

developmental illness, and they do not indicate a lack of intelligence or a refusal to learn.

People with reading issues may also have other learning challenges, such as difficulties

writing or counting. For more information on these issues, see our page on learning

difficulties (Hulme et.al, 2012).

As experience has shown, measuring critical reading components does not need

administering an entire battery of tests to every struggling reader. Classroom instructors

frequently have access to student data via widely obtained formative assessments as

well as district-wide universal screening and progress tracking. They also have

observational data based on their pupils' daily performance in the classroom. When a

more detailed evaluation is required for a specific child—for example, if a child's issues

appear to be exceptionally severe or difficult to interpret—classroom instructors can

consult support personnel such as reading specialists, special educators, or Title I

teachers. These professionals may be able to assist instructors in the classroom by

giving information about available assessments or by delivering assessments. Detail

assessment data on crucial components of reading and language for children with

disabilities may already be accessible in the child's individualized education plan

(Jackson's IEP, 2016).

One of the primary aims of any early education program is to help youngsters

develop good reading abilities. Students learn about the world and enhance their

vocabulary by reading. Reading is also essential for spelling and writing performance.
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While 6 and 7-year-olds are proficient speakers, they need help with print navigation. If a

kid struggles with reading skills, it can negatively effect their performance across the

school curriculum as well as their willingness to study and self-esteem. Sometimes an

undetected learning disability is to fault, like with pupils who suffer with dyslexia or poor

processing. In these cases, parents and educators are entrusted with identifying the

source of the problem and offering appropriate coping skills to children so that they can

continue to learn and reach literacy milestones (Dooreen, 2013).

For research purposes, "reading impaired" youngsters are those who score

below the 30th percentile in basic reading ability. Approximately 70-80 percent of all poor

readers struggle with accurate and fluent word recognition, which stems from

phonological processing deficiencies, which are frequently combined with fluency and

comprehension issues. These pupils clearly struggle with sound-symbol

correspondence, word sounding, and spelling. This group is most commonly referred to

be dyslexic. They demonstrate specific deficiencies in word recognition speed and

instinctive memory of word spellings, while doing well on tests of phoneme awareness

and other phonological abilities. They struggle to establish automatic word identification

by sight and tend to spell phonetically but incorrectly. Reading experts believe that this

subgroup has relative strengths in phonological processing, although the basis of their

relative deficiency is still being contested (Katzir et al., 2016).

 Some contend that the issue is essentially one of time or processing speed,

while others contend that there is an unique flaw inside the orthographic processor that

impairs the storing and recall of exact letter sequences. This processing

speed/orthographic subgroup has fewer reading problems than kids with phonological

processing deficiencies (Sheed, 2012).

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Another 10-15% of bad readers appear to decode words better than they grasp

passage meanings. These poor readers differ from dyslexic poor readers in that they

can read words precisely and fast, as well as spell. Their issues stem from challenges

with social thinking, abstract verbal reasoning, or language comprehension (Wolf &

Bowers, 2014).

Diagnostic reading tests for learning disabilities can be performed to establish

what particular sorts of difficulties are hurting the learner's reading skills. Evaluation can

give information that helps educators design successful solutions for assisting children

with reading comprehension challenges through observing, examining student work,

cognitive testing, and perhaps language assessment. Teachers utilize assessment data

to determine the exact sorts of reading challenges that a student has, and then they

develop successful techniques to address the issues. Pre-reading exercises, mediated

reading teaching, graphic structuring, and boosting comprehension and retention are

common tactics. Student progress is tracked throughout time, and changes are made as

needed. According to research, children with reading comprehension issues may benefit

from spoken language instruction. The capacity of children who got such instruction to

grasp language improved overall (George, 2011).

Parental participation is one of the predictors of students' academic performance

on the opposite side of the coin. As a result, the COVID-19 pandemic had an impact on

the living circumstances of society, particularly families. This led in the adoption of the

new educational norm: online learning modalities. As a result, it encourages kids and

their parents to be active learners at home, while the isolation is related to their

academic achievement. Furthermore, the study looks into the link between parental

engagement and academic achievement among 493 students in private schools in the

Philippines. The statistical analysis of the data revealed a substantial link between
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parental participation and students' academic success. As a result, the following findings

were drawn: The parents were still in the process of growing their engagement in school,

particularly during this difficult period. Furthermore, the level of academic performance

revealed that the mean academic performance score of the respondents was highly

good. This demonstrated that the students did well in class while using online learning

modes (Juschelle Tus, 2021).

For people of all cultures, the parent is the first and most important educator of

the child. The home must play its part in the cultural and intellectual development of

each child. Reading offers cultural benefits. Usually, poor readers are cut off from

cultural activities and feel inadequate in the presence of educated people

(Raghunandan, 2014).

Many parents are concerned about the necessity of assisting their children with

their schoolwork. When their children were in the first and third grades, mothers and

their children's teachers completed questionnaires. In third grade, the students did so. A

Linear-Structural Relations model was used to examine correlation matrices (LISREL).

Hierarchical regressions were used to assess the predictions of 3rd grade variables by

1st grade factors. In contrast to this assertion, parental homework assistance had no

influence on the child's academic ability. Mothers with weaker kids assisted with

homework more frequently, particularly in first grade. Maternal support was connected to

her educational conviction in the benefits of helping and her personal joy from helping in

both grades. Helping raised the emotional expenses for the mother and created conflicts

between her and the kid, especially when the latter was a poor student. As grades

progressed, so did mother pleasure and pedagogical conviction (Mieran et al., 2011).
 13

Kloosterman et al. (2012) discovered that parental reading socialization and

parental school participation both explain a portion of the relationship between social

background and academic achievement across primary school years. However, the

favorable, primarily indirect, influence of these characteristics on children's linguistic

performance is greater than on mathematical accomplishment. Finally, children who

have been exposed to early reading socialization preserve or even increase their

advantage in language ability over children who have not been exposed to early reading

socialization. As children advance through elementary school, the favorable benefit of

parental school participation disappears. Both parental reading socialization and

parental school participation explain a portion of the relationship between social

background and academic performance in the primary school years. However, the

favorable, primarily indirect, influence of these characteristics on children's linguistic

performance is greater than on mathematical accomplishment. Finally, children who

have been exposed to early reading socialization preserve or even increase their

advantage in language ability over children who have not been exposed to early reading

socialization.

As children advance through elementary school, the favorable benefit of parental

school participation disappears. According to Baumrind Parenting Styles (Baumrind,

2017), there are four types of parenting styles. The first is the Authoritarian, which

suggests that guardians only provide their children necessities. Second, Authoritarians

are unpopular and do not provide warmth and comfort to their children. While the

Permissive provides excellent comfort and attention to their children without pushing

them too far. Finally, the Uninvolved Parent asks for and receives practically little in

return. These four kinds of parenting styles have an incredible relationship to how a

student performs well at school (Esplin, 2017).

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Furthermore, according to Powell and Cassidy (2016), Family Systems Theory

considers families to be living life forms. It emphasizes limitations, norms, wants, and

practices that help the family maintain peace and business as usual—when someone in

the family changes, the other members must adjust properly. A family is the most basic

unit of a community. This indicates that when one family changes, it affects and

transforms other systems that surround that family. Family Systems Theory pushes us to

understand the relationship between parental participation and academic success. In

reference to our study, it causes us to explain the method of parental engagement since

it included the interaction between the kid and the parent. It also sheds light on the

context in which parentification occurs. Finally, the inner working model permits us to

perceive and provide data on the positive and bad outcomes of maturity. Furthermore,

Vygotsky's Socio-Cultural Theory, which was influenced by Piaget's ideas, highlights the

interaction between humans and their physical and social environments. Social and

cultural influences on growth and learning are many, as stated in Vygotsky's writings

(Miller, 2016). Human beings are surrounded by family members and influenced by their

culture (Rieber & Robinson, 2014).

Children's engagement with family members in the community is critical for their

learning and development since their parents are their first teachers and their initial

learning occurs in the community. As a result of this engagement, the youngsters

develop information about the world. Vygotsky emphasized on emphasis on "knowing

how" by addressing the Zone of Proximal Development (ZPD) as a notion to claim that

children have levels of problem-solving abilities. Vygotsky defined the Zone of Proximal

Development as "the space between the actual developmental level as indicated by

independent problem-solving under adult direction or in partnership with more capable

 15

peers." However, he added a new level that corresponds to the child's talents when

working with an adult or more skilled classmates (Prior & Gerard, 2017).

Thornton (2015) concluded that pupils whose parents are actively interested in

their children's academic activities outperform those whose parents are not actively

involved in their children's academic activities. Parents that are actively involved in their

child's education are more likely to foster the child's social, emotional, and academic

progress.

The literature shows that parental participation has a major impact on learners'

academic success. Parental participation in students' academic achievement nurtures

their skills and boosts their self-esteem, which helps them academically (CLEOPHAS,

2014).

Vijayalakshmi and Muniappan (2016) discovered that parental participation has a

direct affect on children's academic progress. In a study, Mahuro and Hungi (2016)

discovered that parental engagement has a significant influence in improving children's

academic performance, and that in order to reap the most educational benefits, it is

necessary to include effective parental involvement in the learning process.

Parental engagement may be classified into six categories: parenting,

communication, volunteering, at-home learning, decision-making, and community

collaboration. Each of these sorts of engagement has a substantial and distinct impact

on the child's growth, development, and learning, as well as on parents, schools, and

communities (Rafiq et al., 2013).

Preschool attendance, monitoring school attendance, and reviewing pupils'

progress records were among the parenting context measures. These parental
 16

circumstances have been shown to have a favorable impact on pupils' learning results.

For example, conducted cross-sectional research Ngware et al. (2015).

Parents must be regarded as a constant and fundamental component of the

curriculum (Nihat ad & Gürbüztürk, 2013). They go on to say that school-based

education is only assured if parents participate at home. Involving parents in education

has been shown to boost student attendance and happiness with school, improve

academic success, motivation, school attachment, responsibility and confidence,

improved social adaption, and reduce discipline problems.

According to Sapungan and Sapunga (2014), including parents in the education

of their children equates to the school being proactive in adopting changes or growth

among the pupils. As parental participation grows, teachers and school officials have a

better chance of implementing great education reform.

In the Philippines, family is seen as an essential aspect of society. It has been

molded by the Filipino people and their culture's distinctive history, values, experiences,

adaptations, and ways of being (Alampay, 2017.). With a lengthy history of political and

social upheaval, it appears that Filipino parents confront insurmountable hurdles when it

comes to parenting their children (Blair, 2014).

According to Alampay (2017), authoritarian views are prevalent among Filipino

parents. Her research reveals that the aforementioned cultural values of kapwa (helping

others), hiya (shyness), and utang na loob (paying back) are among the interdependent

themes that pervade the dynamics of Filipino parenting and parent-child relationships,

which are characterized by children's respect for parental authority and obedience,

family cohesion, and meeting familial obligations. The findings of her qualitative study on

Parenting in the Philippines indicate that Filipino parenting patterns may change in the
 17

coming years. Before developing policies and frameworks for PI, the repercussions of

these emerging beliefs and practices for Filipino families and children's development

must be thoroughly investigated. Although Filipino parents of all socioeconomic

backgrounds believe that education is critical to their children's success and are willing

to go to great lengths to help their children succeed in school, retention is a major

concern in Philippine schools, with many students not continuing past the elementary

grades.

Blair (2014) conducted a comparative study of Filipino and American cultures.

Parents, which uses Questionnaires from six different measures, concludes that Filipino

parents are involved in their children's education and want them to succeed, but the filial

responsibilities engrained in their culture require the needs of the family to take

precedence over the needs of the individual child. His research employs ideas that

anticipate the movement of family money. It suggests that future research strive to

analyze larger international samples in order to investigate cultural variances and build

theories that may account for both structural and cultural aspects.

According to Tus (2021), parental participation is related to parenting styles.

Thus, a parenting style is a psychological concept that captures parents' normal child-

rearing methods. Quality of parenting is more essential than quantity of time spent with

the child. For example, a parent may spend a whole afternoon with his or her child, yet

the parent may be distracted by another activity and fail to demonstrate sufficient interest

in the child. Parenting styles describe how parents react to their children and set

expectations for them.

Parenting is important in Philippine society because family is seen as an insider's

view of one's social world. Regardless, the social circumstances in which Filipino
 18

families are presented have rapidly evolved in recent years. The learning of children is

gradually progressing toward a more comprehensive view of 21st-century learning. As a

child's education progresses across a variety of settings, guardians are well placed to

help ensure that various places best meet their children's specific adaptation

requirements (Ochoa & Torre, 2017).

Meanwhile, Bartolome, Abdul, and Mamat (2018) discovered that parental

participation denotes a parent's level of interest in her children's tutoring. However, a few

schools create parental associations when parents experience delays in their children's

education. It has been promoted in Western countries. In any way, there is a body of

literature that investigates the magnitude of social and societal influences, as well as the

effects of guardians' involvement in and wants for their children's advancement and

learning.

Schools must recognize social differences in parent involvement since there are

differences among guardians on when, why, and how they are involved in their children's

education. Parenting is important in Philippine society because family is seen as an

insider's view of one's social world. However, the social circumstances in which Filipino

families are presented have evolved rapidly during the preceding ten years (Ochoa &

Torre, 2016).

Parental participation, in whatever form, results in quantitative benefits in pupils'

achievements (Dixon, 2018). As a result, parental participation with kids and schools is

essential and may yield results for all parties involved.

In terms of parental engagement, the data revealed a substantial relationship

between student homework habits, perceived parental homework involvement, and

academic accomplishment. However, the results differ depending on the students' grade
 19

level: (a) perceived parental homework involvement is related to students' homework

behaviors in junior high and high school, but not in elementary school; and (b) while

students' homework behaviors are related to academic achievement at each school

level, the direction and magnitude of the relationships vary. Specifically, the relationship

between perceived parental homework involvement and academic achievement is

stronger in junior high and high school than in elementary school; and only in junior high

and high school do student homework behaviors mediate the association between

perceived parental homework involvement (control and support) and academic

achievement (Epstein et al, 2015).

There is a growing body of research on the beneficial impacts of parent

engagement and involvement in child care and educational programs, as well as the

methods for achieving those 15 outcomes and strengthening parent-teacher

relationships and communication. Furthermore, there is research that identifies some of

the issues faced in parent participation programs and explains the attitudes of parents,

teachers, and administrators regarding such involvement. Positive impacts of parent

participation have been established for parents, teachers, and children on a variety of

different factors to support this assertion. According to research, as a result of parental

engagement in educational initiatives, parents have formed more positive attitudes about

school and school personnel. Parents who did not become engaged had more favorable

sentiments (Armer and Clarizio, 2014).

Reviewed research results on the effects of family on student success. Parent

expectations and attributions, framework for learning, home emotional environment,

discipline, and parent participation were identified as five family and home environmental

components that impact student success and the consequences of which may be

adjusted by intervention. Researchers employed various equipment, data gathering and

 20

analytic processes, and characterized family variables in various ways. There is

convergence in the family characteristics that are important for student achievement.

School psychologists are advised to maximize student learning opportunities by offering

direct and indirect assistance to families (Gorney, Theresa, 2019).

Empirical data show a beneficial relationship between parental participation in

school and academic accomplishment (Pérez Sánchez et al., 2013; Tárraga et al.,

2017), which improves children's self-esteem and academic performance (Garbacz et

al., 2017).

Family participation has also been linked to positive school attachment in

children (Alcalay et al., 2005) as well as pleasant school climates (Cowan et al., 2012).

Research has also evidenced that programs focused on increasing parental

involvement in education have positive impacts on children, families, and school

communities ( Catalano and Catalano, 2014).

International research also strongly supports the favorable impact of parental

participation on academic success, as evidenced in a number of meta-analyses across

diverse demographics and educational levels (Ma et al., 2016). Furthermore, despite a

wide range of parental engagement definitions, some more general and others more

precise, study findings agree on the favorable effect of parental participation on child

academic attainment. For example, in Wilder's (2014) meta-synthesis, which included

nine meta-analyses, this impact was similar across research, independent of the varied

definitions and metrics utilized.

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Synthesis

Foreign and local literature and study have some similarities and differences on

how the authors’ studies view the level of concept deepening in parents’ involvement in

their children reading habits and its perceived effects on the pupils reading

comprehension. In line with this, the articles that I have reviewed for the both categories,

foreign and local are aiming the goal of determining the effects of parent's involvement to

the learner's reading habits. Based on my observations the foreign studies sought to

analyze and determine the perceived effects of parent's involvement to learner's learning

ability to some aspects that aims to participate in line with a specific learning institution.

While the local studies are discussing the overall effects and the general involvement of

parents, learners and as well as the educators.

Moreover, this study is helpful for the future researchers in dealing with different

aspects of the learners learning abilities and capabilities. The articles and studies that I

have gathered in chapter 2 is beneficial in conducting a study with relevance and

fairness.
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Theoretical Framework

Figure 1

Theory of Planned Behavior

Attitude
High parental interest to
guide and support.

Behavior
Subjective Norms Intention Positive influence
People expects To be involved on learner’s
parents to be with their educational
involved with children’s outcomes.
children’s activities. education.

Perceived Behavioral
Control
Carefully choosing specific
types of involvement.

To better understand parental engagement in education and make better use of it

in both research and practice, Hoover-Dempsey and Sandler (1995) proposed a

theoretical definition for investigating parental involvement. Their theoretical theories

characterized parental engagement in three ways: (1) why parents become active in

their children's education, (2) how parents select certain sorts of involvement, and (3)

why parental involvement has a favorable impact on kids' educational performance. This

theoretical framework "promises to be more than a typology for parental involvement,

because it not only deals with specific types of parental involvement, but more

importantly, it attempts to explain why parents choose to be involved, and what the

mechanisms are through which parental involvement exerts positive influence on

students' educational outcomes," (Fan & Chen, 2001).

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Conceptual Framework

Figure 2

The Conceptual Framework of the Study

Independent Variable Dependent Variable

Parents’ involvement on their Perceived effects on pupils reading

children reading habits. comprehension

This study was to determine parent’s involvement on their children reading habits

and the perceived effects on the pupil’s reading comprehension. Each learner has their

own strengths and skills, and parents’ involvement in their abilities is seen to be

beneficial for their growth, but not all the time. The purpose of this study is to ascertain

the level of parents’ involvement and influence on their children’s reading

comprehension. Parents influence their kids’ reading behavior as well as any perceived

effects on the students’ reading comprehension. In this way, the researcher can create a

basis of information to help the school as well the teachers and pupils deal with these

problems. Results are used to build a foundation of knowledge to assist the school in

dealing with these issues that are believed to be beneficial to the teachers and students.

Significance of the Study

The result of the study become a source of information to the following

individuals. Specifically, this would benefit the following to:

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School Administrator. This study has provided them knowledge about the

parents’ involvement on their children reading habits and providing them awareness

about the perceived effects on pupils reading comprehension. Thus, this research has

utilized by the administration to address the possible issue or problem on this matter.

Teachers. This study has provided information as their basis in teaching pupils

with reading problems. The teacher was informed why pupils were suffering from this

case. It has helped them improve their skills in dealing with children who had problems

in reading comprehension.

Pupils. This study has helped them to be aware in their problems in reading. It

helped them to improve their reading skills and will guide them on how to develop their

comprehension skills. As they knew the basis on how to comprehend the text that

they’ve read, and also helped them to promote the importance of reading.

Parents. This study has helped them to be aware about their involvement in their

children’s reading habits and the perceived effects in reading comprehension. It has

helped them on how to teach their children in reading and understanding the text and to

understand the attitude of their children’s attitude in reading. The study also provided

vital information as bases for redirecting their focus supervision, planning for their child.

Researchers. It served as their motivation to help their future pupils with reading

problems. Through this, the researchers were able to know the possible result of

parent’s involvement on their children reading habits and the perceived effects on the

pupil’s reading comprehension. In addition, the findings of this study has served as a

baseline information to help and guide pupils in improving their reading skills.

Future Researchers. It has helped them use this study as a guide or basis if

they will conduct study that is related to this problem. It helped them know the steps on
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how to develop the reading problems of those students. The results of this study have

provided them basis for redirecting their focus of supervision, planning and implementing

reading activities.

Definition of Terms

For clarity and better understanding, terms used were hereby defined

conceptually and operationally in relation to the problem of the study.

Descriptive-correlations Research Design. This referred to the method which

was intended to investigate the correlation between the two variables mentioned in the

preceding terms. In this study, this method was to evaluate the parent’s involvement in

their children’s reading habits and its perceived effects on the pupil’s reading

comprehension. Furthermore, this has used correlational statistical test to describe or

measure the degree of association between the two variables.

Esperanza Elementary School. This referred to the school in Koronadal City,

South Cotabato where the research study was conducted. In this study, this was where

the researchers identified their respondents taken from two sections of Grade 1 as the

target population. Additionally, the researchers chose this school as subject of the study

to lessen costs as it is near their homes.

Parents’ Involvement. This referred to a situation where parents are directly

involved in the education of their children. They involve themselves to have an integral

part of the learning process because parents are stakeholders in their children’s

academic achievement. In this study, the parent’s involvement was about the extent to

which they involve themselves in the reading habits of their children that is seen to affect

the latter’s reading comprehension.

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Perceived Effects. This referred to possible outcomes or influence of parents’

involvement to their children’s reading comprehension. Moreover, this implies to what

extent did the involvement of the parents has influenced the learner’s reading habits and

comprehension. This study has identified those possible outcomes that has played

significantly towards children’s academic achievement.

Reading Comprehension. A constructing mental representation of textual

information and then interpreting it, or as extracting meaning from written words,

sentences, and texts. In this study, this has served as the dependent variable which

refers to the ability of learners to understand what they have read. Moreover, the

involvement of the parents towards the reading comprehension of the students was

found out.

Reading Habits. This referred to the practice of pupils with capacity to read and

how often the children’s read. In this study, this was what the parents need to be

involved to improve the ability of the learners in reading. Furthermore, this was taken as

the primary factor to which the students develop their reading comprehension with the

help and guidance of the parents.

Theory of Planned Behavior. In this study, this theory was expected to make

sense of all ways of behaving over which individuals can apply discretion. The vital part

to this model is conduct expectation; social aims are affected by the disposition about

the probability that the conduct will have the normal result and the emotional

assessment of the dangers and advantages of that result.