Parental Involvement and Reading Comprehension of Grade 3 Learners: Inputs for Home-School Partnership Program
DOI:
https://doi.org/10.5281/zenodo.22710475Keywords:
Parental involvement, Reading comprehension, Grade 3 learners, Home–school partnership, MCRLAAbstract
This quantitative descriptive-correlational study focused on the relationship between parents' involvement through four different variables (1) encouragement and motivation, (2) reading activities, (3) providing materials, and (4) educational support and the reading comprehension of Grade 3 learners as measured by the Modified Comprehensive Rapid Literacy Assessment (MCRLA) results. Low reading comprehension among early grade learners continues to be a challenge. The gap in the literature indicates the necessity of the specific involvement variables' impact on reading performances. Guided by Bowlby's Attachment Theory, this study examined the relationship between parental involvement and reading comprehension of Grade 3 learners across four variables, and reading comprehension dependent variable, measured by literal, inferential, and critical levels in Grade 3 learners at X School during the 2025-2026. A stratified random sample of 147 parents or guardians was used, the data were analyzed using the frequency counts, weighted means, and Pearson's r. The results showed that there is no significant correlation between parental involvement indicators and the learners' reading comprehension in either language. The factors of encouragement and motivation only had a very small positive correlation with the CRLA English scores (r = 0.106, p = 0.200) while reading activities were negatively correlated but weakly with the CRLA Filipino (r = -0.089, p = 0.281) and English (r = -0.026, p = 0.758) scores. Supply of materials (weakest correlation in Filipino r = -0.136, p = 0.101; English r = -0.057, p = 0.495) and educational support (Filipino r = 0.026, p = 0.752; English r = 0.094, p = 0.257) were not found to have significant relationships either. Therefore, unstructured parental involvement by itself does not lead to improvement in reading. Experimental or longitudinal studies might help to clarify causal relationships, minimize self-report biases, and to extend the geographical scope of the research for the purpose of producing educationally relevant results.
Downloads
References
Angeles, J. A., Manaig, K., Sapin, S., Yazon, A., & Tesoro, J. F. (2022). Effectiveness of localized reading activity sheets in enhancing the reading skills of Grade 1 learners: A quasi-experimental research design. International Journal of Theory and Application in Elementary and Secondary School Education, 4(2), 125–136. https://journals.researchsynergypress.com/index.php/ijtaese
Angligen, R. (2023). Parental involvement in kindergarten literacy development in Cervantes District, Ilocos Sur. International Journal of Advanced Multidisciplinary Studies, 3(1), 78–97. https://1-ijams-january-2023-78-97.pdf
Arellano, A. B., Salvador, H. M. A., Barrios, M. M. L., Ramos, R. D., Badillo, R. S., Reyes, J. M., & San Juan, R. N. J. (2025). Readify: An interactive e-story book to improve English reading comprehension skills. International Student Research Congress, 3, 1–10. https://iiari.org/conference_article/readify-interactive-e-story-book-to-improve-english-reading-comprehension-skills/
Arzadon, M. M., & Ferrer, R. C. (2021). A critical look at Philippine performance in PISA: Implications for literacy education. Asia Pacific Education Review, 22(3), 389–403. https://doi.org/10.1007/s12564-021-09691-1
Bataliran, J. M., Villasin, L. M., & Gaza, J. S. B. (2024). Improving the reading level of Grade VI grappling readers through Project SEL-P (Strategic Enhancement Learning Package). Ignatian International Journal for Multidisciplinary Research, 2(8), 1699–1718. https://doi.org/10.5281/zenodo.13584277
Bhandari, P. (2021, July 7). Correlational research | Definition, methods, and examples. Scribbr. https://www.scribbr.com/methodology/correlational-research/
Budao, D. V. (2021). Parenting amidst the pandemic: The case of parental involvement in adolescents’ reading engagement and modular distance learning. In Handbook of Research on Educational Communications and Technology (pp. 223–232). https://orcid.org/0000-0001-5441-7272
Butterfuss, R., Kim, J., & Kendeou, P. (2020, January 30). Reading comprehension. In Oxford Research Encyclopedia of Education. Oxford University Press. Retrieved September 6, 2025, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-865
Caban, N., Velayo, J., Tampus, G. J., Padillo, G., & Etcuban, J. (2024). Parental involvement in reading among Grade 1 learners. British Journal of Teacher Education and Pedagogy, 3(3), 41–53. https://doi.org/10.32996/bjtep.2024.3.3.3
Cadaya, S. S., & Dilawi, S. A. (2025). Determinants of reading comprehension difficulties of Grade 6 learners in English at Saduc Central Elementary School. International Journal of Multidisciplinary Research and Analysis, 8(7), 4321–4326. https://doi.org/10.47191/ijmra/v8-i07-69
Çalışkan, E. F., & Ulaş, A. H. (2022). The effect of parent-involved reading activities on primary school students’ reading comprehension skills, reading motivation, and attitudes towards reading. International Electronic Journal of Elementary Education, 14(4), 509–524. https://doi.org/10.26822/iejee.2022.260
Caparas, L. J., Pitogo, J. B., Crebillo, C. M., Martin, P. P., Cunanan, G., Enriquez, A. M., Santos, J. M., Domingo, E. G., & Robles, R. (2025). Familial catalysts: How parental involvement relates to the comprehension level of the primary grade learners. World Journal of Advanced Research and Reviews, 26(3), 2068–2080. https://doi.org/10.30574/wjarr.2025.26.3.2278
Casingal, C., Laud, G., Fe, M., & Balaba, C. (2025). Longitudinal assessment of reading proficiency through Comprehensive Rapid Literacy Assessment (CRLA): A three-year analysis of Grade 1–3 learners in SDO-Makati (2022–2025). International Journal of Educational Review, 7, 32–45. https://www.researchgate.net/publication/389762105
Cassidy, J., Jones, J. D., & Shaver, P. R. (2013). Contradictions of attachment theory and research: A framework for future researchers, translation, and policy. Development and Psychopathology, 25(4), 1415–1434. https://doi.org/10.1017/s0954579413000692
Curtis, E., Comiskey, C., & Dempsey, O. (2016, July 1). Importance and use of correlational research. Nurse Researcher, 23(6), 20–25. https://pubmed.ncbi.nlm.nih.gov/27424963/
Department of Education. (2025). CRLA: Comprehensive Rapid Literacy Assessment. Department of Education (DepEd). [suspicious link removed]
Derotus, R. D., & Barcelona, K. E. P. (2023). Motivation to read and parental support: Implications for the Grade Six students’ reading comprehension. British Journal of Multidisciplinary and Advanced Studies, 4(3), 101–121. https://www.researchgate.net/figure/Frequency-And-Percentage-Of-The-Participants-Level-Of-Reading-Comprehension-Identifying_Tbl2_371440343
Evans, O. (2024, June 6). Bronfenbrenner’s ecological systems theory. Simply Psychology. https://simplypsychology.org/bronfenbrenner.html
Froiland, J. M. (2020). A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets. School Psychology International, 42(2), 103–131. https://doi.org/10.1177/0143034320981393
Gino, C. A. (2023). Parental involvement: Its impact on the reading performance of key stage I learners. United International Journal for Research & Technology, 5(4), 1–10. https://uijrt.com/articles/v5/i4/uijrtv5i40014.pdf
Hernández, G. D., & Decena, A. J. (2024). Parental involvement in the implementation of reading programs and reading achievement of elementary school learners in the Division of Quezon: Basis for policy formulation. Psychology and Education Multidisciplinary Journal, 30(8), 1043–1052. https://journals.indexcopernicus.com/api/file/viewbyfileid/2307853
Kirsch, C. (2024). Monolingual and translingual dialogic reading practices in early childhood education. Creative Education, 15(11), 2259–2278. https://doi.org/10.4236/ce.2024.1511137
Kuruppu, A. (2023). Shared book reading in families: Exploring engagement [Doctoral dissertation, The University of Sydney]. Sydney Digital Theses. https://ses.library.usyd.edu.au/bitstream/handle/2123/31925/Kuruppu
Labajo, H. (2024). Influence of reading habits on the reading comprehension among Grade Three learners. World Journal on Education and Humanities Research, 4(1), 30–39. https://www.researchgate.net/publication/377748725_
Lemboye, O. (2019). Correlational analysis of the relationship among mastery experience, self-efficacy, and project success (Publication No. 27548307) [Doctoral dissertation, Walden University]. ScholarWorks. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=8307&context=dissertations
Maagad, M. A., & Oco, R. M. (2025). Parents’ involvement in pupils’ reading ability and general average. International Journal of Multidisciplinary Research and Analysis, 8(4), 1591–1599. https://doi.org/10.47191/ijmra/v8-i04-14
Makwana, D., Engineer, P., Dabhi, A., & Chudasama, H. (2023). Sampling methods in research: A review. International Journal Trend in Scientific Research and Development, 7(3), 762–768. https://www.ijtsrd.com/papers/ijtsrd57470.pdf
McLeod, S. (2025, February 3). John Bowlby’s attachment theory. Simply Psychology. https://www.simplypsychology.org/bowlby.html
Nikolopoulou, K. (2023, June 22). What is probability sampling? | Types & examples. Scribbr. https://www.scribbr.com/methodology/probability-sampling/
OECD. (2023). PISA 2022 results: Country notes - Philippines. OECD Publishing. https://www.oecd.org/publication/pisa-2022-results/country-notes/philippines
Ombayao-Mugot, R. S., & Tantiado, R. C. (2023). Parental involvement and reading performance of pupils. International Journal of Research Publications, 123(1), 171–179. https://doi.org/10.47119/ijrp1001231420234715
Pacalioga, R., Opingo, K. M., Plado, D., Calasang, V., Espina, R., & Mangubat, R. (2025). Assessing the impact of parental involvement on reading comprehension skills in Grade Three learners. International Journal of Educational Studies, 8(4), 7–15. https://doi.org/10.53935/2641533x.v8i4.4
Palanca, J. (2024). Home-school partnership in relation to reading skills of learners. Creators Journal Article Open, 1, 1–12. https://zenodo.org/records/14027285
Pepito, N., & Sambo, T. (2023). Challenges to parental involvement and the reading ability skills of Grade Three learners. Psychology and Education: A Multidisciplinary Journal, 7, 990–999. https://doi.org/10.5281/zenodo.7788386
Project Appleseed. (2025). What are the benefits and barriers to family engagement? https://www.projectappleseed.org/literature-review
Sengonul, T. (2022). A review of the relationship between parental involvement and children’s academic achievement, and the role of family socioeconomic status in this relationship. Pegem Journal of Education and Instruction, 12(2), 32–57. https://doi.org/10.47750/pegegog.12.02.04
Setty, K. P. (2024). Parental involvement and its impact on early childhood literacy development: A case study approach. Aayushi International Interdisciplinary Research Journal, 11(7), 1–8. https://www.aiirjournal.com/uploads/articles/2024/09/6346_03.dr.k.p.nagabhushanasetty.pdf
Sheldon-Dean, H. (2024, May 15). Why is it important to read to your child? Child Mind Institute. https://childmind.org/article/why-is-it-important-to-read-to-your-child/
Sittie Ainnie Jar, U., Abolais, N. A., Camal, J. M., Dimasangkay, J. M., Disumimba, S. J. M., Esmail, A. D., Macarambon, S. M., Macaurog, I. M., Masood, S. M., Rambit, R. M., Pacasirang, A. I., Baraiman, A. M., Guro, N. D., & Domaub, Y. G. (2025). Empowering the parents of struggling readers: Action research in developing reading comprehension through parent tutoring. International Journal of Innovative Research in Multidisciplinary Education, 4(2), 1–10. https://ijirme.com/v4i2/4.php
Ssenkasi, I., & Bisaso, S. M. (2023). Parents’ provision of scholastic material and pupils’ academic performance in selected primary schools in Kyotera Town Council, Uganda. Interdisciplinary Journal of Education, 6(1), 1–15. https://doi.org/10.53449/ije.v6i1.221
The Annie E. Casey Foundation. (2022). 2022 KIDS COUNT data book: State trends in child well-being (pp. 44–45). https://files.eric.ed.gov/fulltext/ED625969.pdf
Tigaronita, M. A., & Tagaylo, C. (2025). Parent-teacher learning program and the reading performance of Grade 3 pupils. Asian Journal of Education and Social Studies, 51(3), 92–101. https://doi.org/10.9734/ajess/2025/v51i31811
Villiger, C. (2020). Benefits and constraints of parent involvement in children’s reading promotion: General research trends and evidence from a Swiss paired reading intervention study. In C. Villiger (Ed.), Parenting - Studies by an ecocultural and transactional perspective. IntechOpen. https://doi.org/10.5772/intechopen.93136
William, B., Engel, S., & David, T. (2025). Parental involvement and home literacy environment: Key determinants of elementary students’ literacy levels in the Philippines. ResearchGate. https://www.researchgate.net/publication/388156016_
Wilson-Ali, N., Barratt-Pugh, C., & Knaus, M. (2019). Multiple perspectives on attachment theory: Investigating educators’ knowledge and understanding. Australasian Journal of Early Childhood, 44(3), 215–229. https://doi.org/10.1177/1836939119855214
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
