Parental Involvement and Reading Proficiency Among Learners

Few studies probe the mechanisms through which parental involvement, influenced by demographic variables, mediates reading proficiency. This study sought to explore the relationship between parental involvement and reading proficiency of learners. Specifically, it aimed to examine how factors such as nutritional status, parents’ occupation, and educational background influence the extent to which parental involvement affected reading proficiency. A correlational with content analysis research design was used, involving 234 Grade 6 learners, selected through stratified random sampling from three chosen schools in Bugo, Division of Cagayan de Oro City. Data were gathered using a researcher-made survey questionnaire which passed the validity and reliability tests, and Philippine Informal Reading Inventory (Phil-IRI) reading materials. Results showed that majority of the learners have normal nutritional status, most of their fathers have irregular jobs and their mothers are unemployed. Most parents are high school graduates. Parental involvement is high at home and moderate in school. Most learners are independent readers. Nutritional status and fathers’ work have significant difference to learners reading proficiency and parental involvement and learners’ reading proficiency are not correlated. Thus, parental involvement alone does not significantly influence reading proficiency. Literacy outcomes may improve more through teacher-led strategies, research-based reading programs, and studentcentered learning initiatives. Schools may focus on improving learners' nutrition and encourage family involvement, especially parents, to support reading development.