Familial catalysts: How parental involvement relates to the comprehension level of the primary grade learners

Caparas, Lovely Joy Tombo and Pitogo, Janemary Baluran and Crebillo, Charie Mae Refugido and Martin, Pierre Paulo De Castro and Cunanan, Gonzelane Beninsig and Enriquez, Aleya Mari Cruz and Santos, Joseline Manuel and Domingo, Esther Gener and Robles, Remelie Roque (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). pp. 2068-2080. ISSN 2581-9615

This quantitative study investigated the influence of parental involvement on the reading comprehension of 106 primary grade learners (Grades 2-3) at Bagbaguin Elementary School in Bagbaguin, Pandi, Bulacan, Philippines. Employing a descriptive regression design, the research utilized a survey adapted from a research study to assess four dimensions of parental involvement: encouragement, reading activities, providing materials, and educational support. Learners' reading comprehension levels were measured using existing Modified Comprehensive Rapid Literacy Assessment (MCRLA) scores. Multiple linear regression analysis revealed that reading activities were the strongest predictor of reading comprehension. This highlights the significant positive impact of parents actively engaging in reading with their children and fostering a home reading culture. The findings underscore the crucial role of direct parental involvement in reading-related activities for improving primary grade learners' reading comprehension. These results suggest that educational interventions should prioritize empowering parents to engage in meaningful reading activities with their children and ensuring access to diverse reading materials at home.