Challenges On Parental Involvement And The Reading Ability Skills Of

Grade Three Learners

Nerizza D. Pepito

St. Peter’s College, Sabayle St.

9200 Iligan City

Abstract

This study determined the involvement of the Grade III learners’ parents in
facilitating the reading ability skills of the learners of Francisco Lluch Laya Memorial
Integrated School, South I District, Division of Iligan City during the school year
2021-2022. It also determined the challenges encountered in facilitating the learners
reading skills, and the reading ability skills of the learners in terms of word
recognition, speed, and comprehension, the significant relationship between the
reading ability skills of the learners in terms of word recognition, speed, and
comprehension and parental involvement in facilitating reading were assessed.
Random sampling was used to determine the 50 Grade Three parent respondents.
The instrument utilized was PHIL-IRI material for Grade Three learners reading
ability skills and the researcher-made test questionnaire for the parental involvement
and challenges. The research design was descriptive correlational and the statistical
tools utilized used were frequency and percentage, Mean and Standard Deviation,
One-Way ANOVA (F-test), and Regression analysis. Based on the results the
reading ability skills of the learners in terms of word recognition, speed, and
comprehension fell in the frustration level. Parental involvement and the learners’
reading ability skills in terms of word recognition, speed, and comprehension were
significantly related. Thus the null hypothesis stating that there is no significant
relationship between the reading ability skills development of the learners and
parental involvement in facilitating reading was rejected. This study concluded that
the parents need to be enhanced their involvement, so an action plan was proposed
and recommended to be implemented.

Keywords: Parental Challenges, Parental Involvement, and Reading Ability Skills

 2

Introduction

Reading doesn't just happen on its own. Young readers' reading abilities are
mostly shaped by their parents and teachers. The greatest way to support a child is for
parents and instructors to use similar approaches and have a fundamental grasp of how
to teach reading. It was widely acknowledged that parents were important collaborators
with teachers in their children's education. The best results in a child's education may
be obtained when parents are actively involved; but, when parents are not actively
involved, learning may suffer.
Parents' involvement in their children's schooling was associated with children's
school success, with the positive effects of parent involvement. During the times of
pandemic, it becomes a tough routine for the parents. They were the ones acting as the
children’s teachers at home and at the same time taking the responsibility of making
sure that their children’s learning progress continued with no apparent gaps. Parents
were facing challenges in their ability to assume responsibility as teachers for their
children.
With the challenges they were not trained to cope with, they were submerged in
some predicaments. Their knowledge, educational background, and socioeconomic
status all play a role in whether their children learn remotely. As stated in BP Blg. 232
(Education Act of 1982 Chapter 3, Section 14), one of the duties of parents is to
individually or collectively help carry out the educational objectives following national
goals and should cooperate with the school in the implementation of the school program
curricular and co-curricular. With this awareness, the researcher would like to help
parents increase their involvement and reading literacy through pedagogical support
and other interventions to ensure the continuity of reading skills development of their
children.
One of the problems in Francisco Lluch Laya Memorial Integrated School was
the poor reading ability skills of the grade three learners because they were the product
of the three-year pandemic. Various factors lead to reading failure because of the
alternative delivery mode where face-to-face instruction was suspended. The study was
anchored to the school reading program “Be Every Learner A Reader” (BEAR). This is a
program that would help the prevalent problem in reading. As stated in the DepEd
Memo 173 series of 2019 entitled Hamon: Bawat Bata Bumabasa (3Bs Initiative)
learners were still deficient in literacy skills both in languages and content areas, more
so in reading. To address the aforementioned gaps, there was a need to strengthen the
Every Child A Reader Program (ECARP). It aims to equip learners with reading skills to
make them proficient and independent readers in their grade level. In House Bill No.
5243, known as Nanay-Teacher Parenting Program Act of Congressman Win
Gatchalian which encourages parental interest in education. This program teaches
 3

every parent to be a daughter or son's mentor. It also provides training which equips
parents to be familiar with the education of their children.
With the preceding notion, the researcher, who is a guidance designate who had
been consolidating reading reports for more than a decade already and has taught for
eighteen (18) years as a teacher was enthused to explore the parents’ involvement in
the learning of their children, specifically in the learning of reading. The main objective
of the study would determine the challenges on parental involvement and the reading
ability skills of grade three learners of Francisco Lluch Laya Memorial Integrated
School. The study was conducted on the fourth quarter of school year 2021- 2022.

Research Questions

This study aimed to determine the parental involvement among the Grade Three
learners' reading ability skills at Francisco Lluch Laya Memorial Integrated School,
South I District, Division of Iligan City during the school year 2021-2022. Specifically,
this study sought to answer the following questions.
1. What are the challenges encountered by the respondents in facilitating
the reading ability skill development of the learners?
2. What is the level of the respondent’s involvement in facilitating
the reading ability skill development of the learners?
3. What is the reading ability skill of the learners in terms of:
3.1 word recognition,
3.2 speed, and
3.3 comprehension?
4. Is there a significant relationship between the parental
challenges and reading performance of the learners?
5. Is there a significant relationship between the parental
involvement and the reading ability skills of learners?
6. What action plan in reading development of learners can be
proposed based on the findings of the study?

V. Methodology

The descriptive correlational research design was employed in this study. The
reading ability skills of the learners in terms of word recognition, speed, and
comprehension, as well as the challenges and level of parental involvement in enabling
those skills, were assessed using a descriptive approach. The significant association
between the learners' reading proficiency skills and their parents' challenges and
involvement of reading was also ascertained using a correlational research design.
            The locale of this study was in Francisco Lluch Laya Memorial Integrated School
founded in the year 1972, which is located at Pindugangan, Tipanoy, Iligan City. The
school is accessible either by motorcycle or jeepney transportation. It is one of the
 4

integrated schools under South I District, Division of Iligan City. Currently, the school
has one (1) Principal I, one (1) Assistant Principal, thirty (30) teachers, one (1) non-
teaching staff, and nine hundred fifty four (954) learners.
The study was conducted with the parents and Grade Three pupils of Francisco
Lluch Laya Memorial Integrated School (FLMIS). The fifty (50) out of eighty six (86)
learners and the parent respondents were randomly chosen using the simple-random
technique. This indicated that the respondents, both the parents and the pupils had
been exposed to the same experiences before the conduct of this study.
The study utilized researcher-made questionnaire. The questionnaire was
divided in two parts. Part A dealt with parental challenges, while part B examined
parental involvement levels. Ten-item questionnaires on the difficulties parents have in
helping their children develop their reading skills with Cebuano translation made up of
Part A. Part B also included a 10-item questionnaire about parental support for reading
instruction. A scale with a response anchor built on a Likert 4-point scale was created
by the researcher. Never or 0 in a week, Sometimes or once a week, Often twice or
thrice a week, Always or 4 and more in a week. The questionnaire was pilot tested to
the grade four parents and learners which were not the respondents of this study. The
reliability coefficient obtained was 0.71, thus the questionnaire had an acceptable
reliability coefficient. The PHIL-IRI 2018 was used as an assessment tool that
determined the reading ability skills of the learners in terms of word recognition, speed,
and comprehension
Before the conduct of the study, the researcher initially sent a letter to the Department
of Education in the Division of Iligan City. A letter of request was also sent to the
respective head of the school together with the signed letter of the Schools Division
Superintendent. During the conduct of the study, the respondents were provided with a
consent form. The respondents were made aware of the study's objectives, anticipated
timeline, methods, and their right to deny participation and withdraw from the study once
it had started.
After completing the various questionnaires, participants received the
instructions. To ensure accurate responses, the respondents were urged to clarify any
points or ask questions as they answered. Throughout the study, the researcher made
sure all applicable ethical standards were followed. The questionnaires were delivered
to the respondents with enough time to complete them. The respondent's comfort,
preferred time frame, and well-being were all taken into account by the researcher.
After the retrieval of the answered questionnaires, it was checked, tallied, and
consolidated. It was treated statistically using Statistical Package for the Social
Sciences (SPSS) version 26.
The reading ability skills of the learner respondents were taken from the
respective advisers’ record in the PHIL-IRI screening in terms of word recognition,
speed and reading comprehension. It was then tallied and consolidated.
VI. Results and Discussions
 5

Table 1
Challenges Encountered by the Respondents in Facilitating the Reading Ability Skill of
the Learners
Parental Challenges Weighted Mean Remarks

PC1. I don’t have a regular schedule of reading session with

my child.
(Wala ko’y tamdanan nga gisunod para sa pagbasa uban sa 2.81 Often
akong anak)

PC PC2. I have trouble sounding out letters and words. (Maglisod

ko paglitok sa mga tukmang tingog sa mga letra ug mga
2.07 Sometimes
pulong.)

PC3. I find no one at home that can monitor my child’s reading

progress. 2.28 Sometimes
(Wala koy kauban sa panimalay nga makasusi sa kalambuan
sa binasahan sa akong anak.)

PC4. I fail to give my child sufficient guidance for reading.

2.19 Sometimes
(Napakyas ko sa paggahin ug hustong giya sa akong anak sa
pagpabasa.).660

PC5: I have difficulty recognizing words out of the context.

(Naglisod ko sa pag-ila sa mga pulong nga anaa sulod sa 2.02 Sometimes
konteksto)

PC6. I have a hard time getting interested in teaching reading.

(Naglisod ko paghatag og interes sa pagtudlo sa pagbasa.) 2.16 Sometimes

PC7. I struggle to make the reading session memorable.

(Naglisod ko pagpahigayon nga mamahimong halandumon
2.84 Sometimes
ang mga pagbasa.)

PC8. I find it hard to motivate my child to have reading

comprehension and vocabulary sessions with me.
(Gibati ko ang kakulangon sa pagdasig sa akong anak nga
3.33 Always
makabasa kini uban kanako nga adunay panabot ug ang mga
pulunganan niini.)

PC9. I have short patience in teaching my child to read.

(Hamubo lamang akong pasensya sa pagtudlo sa akong anak 2.21 Sometimes
sa panahon ngamagpabasa ko niya.)

PC10.I have difficulty translating difficult vocabulary and

explaining it with examples.
( Nagkuli ko sa paghubad sa lisod nga mga 2.35 Sometimes
pulonganan , pagpasabot ug paghatag ug mga
pananglitan.)
Average 2.43 Sometimes

Note: 1.00 – 1.78 Never 2.51 - 3.28 Often

1.79 - 2.50 Sometimes 3.29 - 4.00 Always

Table 1 presents the challenges encountered by the respondents in facilitating the

reading ability skills of the learners. The data disclosed that the statement “I find it hard
to motivate my child to have reading comprehension and vocabulary session with me”
 6

got the highest mean and was described always. The rest of the statements were
affirmed by the respondents in means equivalent to sometimes and the lowest mean for
sometimes went to the statement “I have difficulty in recognizing words out of context.”
Overall, the challenges encountered by the parents were affirmed in the mean level
sometimes.
The results from the previous section showed that many respondents found it
difficult to persuade their kids to participate in reading comprehension and vocabulary
lessons. This data showed how difficult it was for many parents to encourage their kids
to improve their reading comprehension skills. This outcome was consistent with the
research of Villiger (2020), and it was confirmed by the parents that they faced
obstacles or challenges in helping their kids learn to read and develop their reading
comprehension. According to these parents, it was challenging to help their kids with
various tasks for comprehension development, especially when the material being read
contained words with high sounding consonants.
In the context of the statement “I have difficulty in recognizing words out of
context,” affirmed sometimes in the lowest mean by the parents, it could be inferred that
the participating parents did not find helping their children to recognize words as a
challenge that gave them a hard time or a difficulty. This information implies that
oftentimes, the parents found it easy to help their children recognize words in the text
read. This result could be detected in Ntekane (2018) which forwarded the notion that
when parents felt that they should have a healthy relationship with their children in
school, it would not be difficult to get involved in the learning of their children; thus, they
could mentor their children to learn and helping their children to read words may
become easy.
The findings on the obstacles showed that the parents were only mildly
challenged in assisting the learners' reading ability skills, despite how the overall mean
was occasionally described. According to this aspect of the research, parents were able
to assist their kids in developing their reading skills with fewer challenges. In the study
of Sahin, there were instances where parents were not overly concerned with their
engagement in letting their children read (2019). The parents made an effort to create a
setting that was conducive to learning for their children because they were willing to
make sacrifices for them. In the endeavor to let their children learn, the parents tried
their best to do their part.

Table 2
 7

Level of the Respondent’s Involvement in Facilitating the Reading Ability Skill of The
Learners
Weighted
Parental Involvement Remarks
Mean
PI1. I keep and observe a regular reading schedule.
(Nagpatuman ako kanunay’ng tamdanan sa pagbasa.) 3.16 Often

PI2. I buy reading materials for my child.

(Gapalit ako’g mga balasahon alang sa akong anak.) 3.00 Often

PI3. I write notes and instructions to my child to improve

his/her reading ability.
2.86 Often
(Nagasulat ako ug mga talamdan ug mga giya sa akong
anak aron mapalambo ang iyang abilidad sa pagbasa.)

PI4 I spend time working on my child's reading skills

(Nihatag ako og panahon alang mapalambo ang iyang 2.84 Often
kahanas sa pagbasa.)

PI5: I talk to my child about the importance of reading.

(Nakigsulti ko sa akong anak mahitungod sa 3.05 Often
kamahinungdanon sa pagbasa.)

PI6. I share stories with my child about when I was in

school.
(Nagpaambit ako og mga kasinatian sa akong anak 3.05 Often
niadtong tinun-an pa ako.)

PI7. I see to it that my child has a place at home to study

and where books and school materials are kept.
(Akong gipaniguro nga adunay igo nga lawak sa among 3.35 Always
panimalay aron katun-an sa akong anak.)

PI8. I bring home learning materials for my child (tapes,

videos, books).
(Nagdala ako og mga gamit alang sa akong anak sama
2.58 Often
sa mga tape, video, libro nga makatabang sa iyang
pagkat-on sa pagbasa.)

PI9. I do creative activities with my child (like singing,

drawing, and storytelling).
(Nagbuhat ko og mga mamugnaong kalihokan uban sa 2.53 Often
akong anak (sama sa pagkanta, pagdibuho, ug pag-
istorya).)

PI10. I read with my child regularly. 2.81 Often

(Kanunay kong magbasa uban sa akong anak.)
Average 2.92 Often

Note: 1.00 – 1.78 Never 2.51 - 3.28 Often

1.79 - 2.50 Sometimes 3.29 - 4.00 Always

Table 2 displays the results in the level of the respondent’s involvement in the
reading ability skill development of the learners. It can be seen in the result that the
statement “I see to it that my child has a place at home to study and where books and
 8

school materials are kept” earned the highest mean and was described in the level
always. All the rest of the statements were described in the level often, showing the
statement “I do creative activities with my child (like singing, drawing, and storytelling)
in the least mean. Overall, the results revealed a mean in the description often,
indicating a high degree of involvement.
According to the aforementioned result, the majority of respondents made sure
their kids had a place to study and maintained their books and school supplies at their
homes. This would indicate that the parents were interested in their kids' educational
development. This information was consistent with Lara and Saracosti's (2019) study,
which highlighted the importance of parents' contributions to their kids' academic
development. It reinforced the idea that parents who deeply appreciated how important
this was worked hard to give their kids access to the resources they needed to learn.
Azubuike and Aina (2020) whose study presented an observation that it became
evident that parents had to undertake the full-time role of educating their children at
their respective homes. In the study they conducted, 83 % of the parents affirmed that
they really tried their best to give time and space to their children to study and work on
their assignments at home. Although, there were parents who signified that they just let
the course of time handle the learning situation of their children at their respective
homes because of lack of space to afford to them during study time, it was still evident
that they had tried.
The statement “I do creative activities with my child (like singing, drawing, and
storytelling) affirmed by the respondents in the least mean could show that most
parents could not assist their children in developing their creativity. According to Naite’s
(2019), creativity is very hard to teach. Also, the skills towards creativity are aligned to
the persons’ abilities or talents and so parents cannot just accompany their children in
developing their talents. So, it could be seen that the result at this part aligned with
what Naite’s (2019) had reported and forwarded.
The results, taken in the over-all domain showed that the parents had high level of
involvement in their involvement in the reading ability skill development of the learners
who were their children. Tamboto et al. (2021) stated that the parents were naturally
involved in the learning of their children, like supporting their children and helping them
learn to read to augment the efforts of the teachers in school. The implication of these
results inclined towards parental involvement as having a critical impact on the learners’
involvement in their classes. Parents who were active in their role as support of their
children had observed good results in the education outcomes.

Table 3
Reading Ability Skills in Terms of Word Recognition
Word Recognition Frequency Percentage
 9

Frustration 20 40.00%
Instructional 22 44.00%
Independent 8 16.00%
Total 50 100.00

Table 3 presents the reading ability skill of the learners in terms of word
recognition. As detected, most or twenty two (22) or (44%) of the learners displayed the
instructional level of reading. Table 3 reveals that more than one – fourth (1/4) or 20
(40%) fell under the frustration level, while less than one – fifth (1/5) or 8 (16%) were
independent readers with respect to word recognition. This result divulged that majority
of these learners could easily recognize words at a 90 to 95 accuracy based on the
context of Morris et al. (2019) who clarified that the instructional word recognizers in
reading gave less effort when distinguishing words in a text.
Shahanan (2017) defined the instructional level of word recognition as the point
at which students can accurately and quickly identify words within a text. Both Morris et
al. (2019) viewed word recognition at the instructional level as a situation where children
or learners were able to recognize words with ease and accurately spell them when
asked to do so, both orally and in writing. The outcome, which showed that certain
pupils needed attention or intervention, showed that some learners were identified in the
level of dissatisfaction. When it came to word recognition, learners who were at the
irritation level had trouble reading and spelling words from a text. If ask to say or spell
the words, they cannot successfully respond to the tasks. The frustration level in word
recognition was usually associated with the Grades 1, 2, and 3 learners (Sornito, 2020).
With result on frustration level, it was implied that there were some factors
preventing these learners to be fluent in word recognition. Sornito (2020) cited some of
these factors. One was, the learners may be cases of special education students but
were enrolled in the regular classes. Some belonged to economically marginalized
families and oftentimes miss classes to help their parents earn for the family. Some had
parents who did not give enough interest on how their children were faring in school. In
cases of the frustration level, resolving it became a challenge.
The outcome with the lowest number reflected the independent level. This
indicated that, in terms of word recognition, only a very small percentage of the
respondents were independent readers. This means that only a very small percentage
of the target learners can correctly and readily recognize or spell words from a text.
Only a small percentage of children could easily recognize and spell words with little to
no help from the adults. Chandler (2019) claimed that it was not unusual for schools to
have few independent readers who could recognize words.
It was reported that many schools have reading programs to help students with
their reading difficulties. Reading problems come in many forms and one of these forms
was the difficulty of some pupils or learners to recognize words. They had also difficulty
to spell and pronounce words come with the learners’ failure to recognize words.
 10

Table 4
Reading Ability Skills in Terms of Speed

Speed Frequency Percentage

Frustration 37 74.00%
Instructional 10 20.00%
Independent 3 6.00%
Total 50 100.00

In Table 4, the reading ability of the learners in terms of speed is presented. The
result revealed that the great majority (37 or 74%) of the learners had frustration level
and only 10 or 20% had instructional level. The least or 3 (6%) of the respondents had
the independent level. This result meant that most of the learners were slow readers. or
read words in a text slower than the average speed, while a very few of them could read
fast. This result implied that most of the learners could not be left alone while reading.
They needed intervention to improve their reading speed or their ability to reading ability
in terms of speed.
The preceding result was cited in the article of Mateo (2019) which wrote that
many Filipino children lag behind in reading. These children often do regression; hence,
it affected their reading speed. At other times, when they read, they lingered in words to
try to recognize them. When children cannot easily recognize words, they lingered in the
words, trying to say these words and oftentimes it took them a long time to recognize
these words.
Similarly, Stone (2016) found that children's ability to quickly recognize words
had a significant impact on how quickly they read. This study found that if a youngster is
unable to recognize a word right away, he or she cannot move on to the next one right
away. According to Umali (2016), there are a lot of cases of youngsters in the
Philippines that struggle with reading. Reports on reading remediation in many schools
recommended remediating sluggish readers. The children's reading speed was another
sign of their ability to do it correctly and accurately.
As most of the learners had frustration reading speed, it was implied that they cannot
always cope with the lessons in their reading classes. Also, they experienced difficulty
in answering questions about the story or selection read. Warren (2021) reported that
one reason why some pupils fell behind in their achievement test was that they could
not cope with the time pressure because of slow reading of the instructions and the text
of the test.

Table 5
Reading Ability Skills in Terms of Comprehension
Comprehension Frequency Percentage
Frustration 23 46.00%
 11

Instructional 16 32.00%
Independent 11 22.00%
Total 50 100.00

Table 5 presents the learners’ ability in comprehension. The data displayed the
learners’ reading level in their ability to comprehend text read. Result revealed that
more than one-fourth (1/4) or 23 (46%) of the respondents fell in the frustration level in
terms of comprehension; the number (16 or 32%) of respondents in the instructional
level was almost at par with the frustration level. In the Independent level, there were
only 11 or 22%. This distribution showed that the learners who had poor reading
comprehension level were rampant in the target school.
The reading score for 15-year-old Filipino pupils in the year 2018 on the so-called
Program for International Assessment (PISA) of the Organization for Economic
Cooperation and Development (OECD) was 340. This score was below the 147-point
national average. The youngsters from the Philippines came in last among the 600,000
kids who took the test from 79 different nations. The Department of Education used this
finding to support policy decisions and gain pertinent insights about student
performance (DepEd).
Poor reading comprehension has reportedly been a problem in many schools in
the Philippines for a long time, according to Suson et al. (2020). This study also
underlined that reading was the capacity to absorb the written words in a document or
text read, and from the meaning a person gained from what was read, he might develop
and evolve in the essential humanistic idea. His research concentrated on a strategy—
differentiated instruction—that can address students' poor comprehension while
teaching reading in light of the reality of poor reading comprehension.
Poor reading comprehension among students is a problem that is not exclusive
to Filipino children. It occurred in many other nations as well. For instance, it was
discovered that Malaysian youngsters had poor reading comprehension. Chua and
Sulaiman (2021) claim that the students' subpar reading comprehension had an impact
on them. Their poor academic performance in school was the most visible result. Their
comprehension had an impact on their learning.
According to Warren (2021), there are a number of ways to spot the students
who will probably benefit from specialized education in reading comprehension. The
number of frustrated readers frequently outnumbered independent readers. This
discovery made it clear that something needed to be done to assist the students in
strengthening their comprehension.

Table 6
Regression Analysis Results Between the Reading Performance of the Learners and
Parental Challenges in Facilitating Reading
 12

Model Beta SE  t-value P- Remarks

value
Word recognition -1.268 .336 .175 -3.769 .001 Significant
-.140 .496 .042 -.283 .779 Not
Speed Significant
Comprehension -1.181 .543 .167 -2.176 .036 Significant
Note: Adjusted R =-.059
2
ANOVA for Regression, F=157 .396, p<.001

The results from the previous studies showed that a parent's high level of parental
involvement increased the likelihood that their child would score better in reading. When
a student struggled with word recognition or interpretation, it hampered their capacity for
comprehension and higher-order reasoning and adversely affected their reading
performance.
There had been a variety of worries about children's reading abilities and talents, as
well as how this would affect their academic success. In view of the aforementioned,
Nyarko (2018) study examined the effect of reading proficiency on pupils' academic
progress in elementary schools. Results showed that children's success on all common
performance tests was significantly and favorably connected to their reading proficiency.
Additionally, it was more likely that as pupils' reading ability rose, so would their
academic success. This was supported by a 2020 study by Scholz et al, which
concluded that reading ability was associated with academic success in the subjects
looked at and should be taken into consideration when attempting to improve students'
academic performance. A student's proficiency in reading could serve as an accurate
predictor of their IQ.

Table 7
Regression Analysis Results Between the Reading Ability Skills of the Learners and
Parental Involvement in Facilitating Reading
Model Beta SE  t-value P- Remarks
value
Word recognition 2.679 .740 .175 -3.621 .001 Significant
Speed 1.396 .594 .042 2.351 .024 Significant
Comprehension 2.452 .834 .-077 -2.940 .005 Significant
Note: ANOVA for Regression: F=7.55, p<.001 R -square = 0.805
2

**-significant at 0.01 level

Table 7 presents the regression analysis of the reading ability skills development
of the learners and parental involvement. As noted in the result, the reading ability skills
of the learners were significantly related to parental involvement as the computed value
exceeded at 0.05 or 0.01 level of significance. The r2=0.805 entailed that 39.9% of the
total variation of the reading ability skills development of the learners was explained by
extent of and parental involvement. The ANOVA for regression was significant (F=7.55,
p<.001), which signified that the estimated regression model significantly predict the
 13

reading ability skills of the learners. The hypothesis stating that there was no significant
relationship between the reading ability skills development of the learners and parental
involvement in facilitating reading was rejected.
The preceding information denoted that the reading ability skills development of
the learners was positively correlated to the involvement of the parents in facilitating
reading. This situation implied that the involvement of the parents in the facilitation of
reading to their children influenced the reading ability skills development of the children.
This implication revealed that if the parents were highly involved or engaged in the
learning of their children in reading, the greater was the possibility of improving the
reading ability of their children.
In view of Iroegbu (2020), children whose parents were highly involved in their
reading skills development manifested higher reading skills attainment than either those
whose parents showed moderate or low involvement. It was noted that parental
participation had been demonstrated to have a significant impact on children's reading
development and learning in other areas. Children have a strong propensity to learn
comprehension when parents promote the growth of their children's reading skills.
McMahon’s (2010) study also supported the notion above. This study claimed
that children got some advantages when they were fully supported by their parents. It
can be noted that the two crucial components needed to produce an effective
environment for reading development, especially for at-risk readers were tutoring and
home reading. This situation showed the degree of importance of the role of the parents
in the reading learning of the children.

VII. Conclusions

During the academic year 2021–2022, this study assessed the parental
involvement and reading proficiency of Grade III students at Francisco Lluch Laya
Memorial Integrated School, South I District, Division of Iligan City. In particular, it
determined the difficulties the respondents faced in assisting the learners' growth of
their reading ability skills and the extent of the respondents' involvement in that
development. Additionally, it demonstrated the strong link between parental participation
and the growth of the students' reading abilities in terms of word identification, reading
speed, and comprehension.
The 50 parents of the students in Grade III at the aforementioned school served
as the study's responders. Since specific requirements needed to be met, random
sampling was used. A survey questionnaire created by the researcher was used to
collect information from them. Phil-IRI was used to determine the students' reading
levels. The design of this study was built using both the qualitative narrative approach
and the quantitative descriptive method of research. The statistical methods utilized
were frequency and percentage, weighted mean, and multiple regression analysis with
 14

simultaneous entry. From the presentation, analysis and interpretations of the study, the
following were found. The challenges encountered by the parents were affirmed in the
mean level sometimes with the statement “I find it hard to motivate my child to have
reading comprehension and vocabulary session with me” getting the highest mean and
was described always. Parental Involvement was described in the level often, indicating
a high level of involvement.
The trainees' proficiency in reading fell short of expectations in terms of word
identification, speed, and understanding. Word identification, reading speed, and
comprehension abilities of the students were substantially correlated with parental
participation. Based on the study's findings, a training matrix plan was created for
learners to increase their reading skills effectively.

Based on the findings, the following conclusions were drawn. The study
examined the difficulties faced by parents as they helped their kids develop their
reading skills and discovered that while they faced difficulties, they were content to
accept them. Given these difficulties, it was inferred in a substantial way that the
majority of them found it challenging to participate in their children's reading activities at
home. In their capacity as student support, parents may have faced difficulties in
addition to the reality they experienced.

VIII. Recommendations

Based on the conclusions drawn, the following recommendations were

formulated:
1. To encourage parents to become more active in their children's reading
development, it is important that a close relationship between the school and
the parents be developed.
2. Parents should work more closely with their children's teachers to help them
improve their children's reading skills, particularly their word recognition, speed,
and comprehension.
3. The enhancement of the students' reading abilities will require strong
leadership from the school in order to strengthen the bonds between the
parents and the school.
4. It will be necessary to implement the seminar workshop instruction in order to
effectively develop students' reading skills, and parents must be included in the
plan.
5. The aforementioned strategy should be evaluated for its applicability and
viability in the students' quest for high-quality reading.
6. Future academics should conduct comparable studies to confirm the study's
findings and build a solid body of knowledge that will benefit both parents and
teachers.
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