Impact of Parental Involvement on the Reading Skills of Primary Grade Learners: A Quantitative Study

Education

This study examined the impact of parental involvement on the reading skills of Primary-Grade learners at San Jose Elementary School during the academic year 2024–2025. A causal-comparative research design was employed, involving 122 parents of grade one to Three learners as respondents. The study explored the relationship between various dimensions of parental involvement in parenting, communicating, volunteering, learning at home, and decision-making, and the learners’ reading skills, specifically in the areas of word recognition, reading fluency, and comprehension. Data were gathered using an adapted questionnaire based on Epstein’s Framework of Six Types of Involvement and were supported by reading proficiency results from the Comprehensive Rapid Literacy Assessment (CRLA). The findings revealed that most parents showed moderate to strong involvement across all dimensions, particularly in learning at home and communicating with the school. Learners demonstrated grade-level proficiency in word recognition, transitioning fluency, and developing comprehension. Statistical analysis using correlation tests revealed a significant relationship between the level of parental involvement and learners’ reading skills. Additionally, demographic factors such as age, gender, family size, income, and parental education were found to influence nature and extent of involvement. The study recommends strengthening home-school partnerships and providing targeted support for parents to enhance literacy development. School leaders are encouraged to design inclusive literacy initiatives that consider diverse family contexts. Future research may explore longitudinal effects of parental engagement on broader academic competencies.

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