Group 3

Republic of the Philippines
Commission on Higher Education

CIT COLLEGES OF PANIQUI FOUNDATION, INC.
Burgos St. Poblacion Sur Paniqui, Tarlac
APPROVAL SHEET
This thesis of RODOLFO V. ANCHETA, FELICITY MAE V. MANALO, TRIXIE DE

GUZMAN, DIANA SHEN M. CAPALIS, JAY MARK L. CRUZ, JOHN LEMUEL M. ACOB,
and MARVIN N. SORIANO titled “PARENTAL INVOLVEMENT IN ADDRESSING
READING COMPREHENSION CHALLENGES OF GRADE 4 LEARNERS IN PANIQUI
WEST DISTRICT SCHOOLS” which is prepared and submitted in partial fulfillment of the
requirements for the course SC 19: Research in Education is hereby accepted.
JONATHAN M. GAMBOA Ed.D

Adviser/Instructor
Date: __________________
THESIS COMMITTEE
NESTOR B. CASTRO Ed.D

Chairman
Date: _______________
MARVIN Y. ARCE MED Math NARCISO A. MARTIN, JR. DBA

Member Member
Date: __________________ Date: __________________
ARNULFO J. TIBON JR.

Member
Date:________________
Accepted and approved in partial fulfillment of the requirement for the course Major
20: Language Research, Bachelor of Elementary Education-Generalist.
NESTOR B. CASTRO Ed.D

College Dean
Date: __________________
TABLE OF CONTENTS
Pages
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
TABLE OF CONTENTS v
LIST OF TABLES vi
LIST OF FIGURES vii
ABSTRACT viii
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND 1
Background of the Study 1
Review of Related Literature and Studies 5
Conceptual Framework 17
Statement of the Problem 18
Hypothesis 19
2 METHODOLOGY 20
Type of Research 20
Respondents 20
Sampling Method 21
Research Instruments 22
Data Gathering Procedure 23

Data Analysis 24
3 RESULT AND DISCUSSION 25
4 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 53
Summary of Findings 53
Conclusion 54
Recommendation 55
BIBLIOGRAPHY 56
APPENDICES
A Letter of Request to Conduct Study 59
B Research Tool
C Validation of the Tool
CURRICULUM VITAE
LIST OF TABLES
Table Page
1 Interpretation of Population of the Respondents
2 Interpretation of the Computed Likert Scale
3 Understanding of the Child’s Reading Needs
4 Teacher-Parent Communication towards Understanding

of the Child’s Reading Needs
5 Resource Availability towards Understanding of the

Child’s Reading Needs
6 Children’s Environment and their Reading Needs
7 Summary of Decoding and Vocabulary Challenges
8 Summary of Reading Fluency Challenges
9 Summary of Reading Speed Challenges
10 Summary of Reading Accuracy Challenges
11 Summary of Reading Comprehension Challenges
12 Summary of Retention/Recalling Challenges
LIST OF FIGURES
Table Page
1 Paradigm of the Study 17

PARENTAL INVOLVEMENT IN ADDRESSING READING COMPREHENSION
CHALLENGES OF GRADE 4 LEARNERS IN
PANIQUI WEST DISTRICT SCHOOLS
A Thesis Presented
to the Faculty of the
CIT Colleges of Paniqui Foundation, Inc.
Paniqui, Tarlac
In Partial Fulfillment
of the Requirements for the subject
SC 19: Research in Education
RODOLFO V. ANCHETA
FELICITY MAE V. MANALO
TRIXIE DE GUZMAN
DIANA SHEN M. CAPALIS
JAY MARK L. CRUZ
JOHN LEMUEL M. ACOB
MARVIN N. SORIANO
May 2024
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Rationale
Parental involvement in a child's reading comprehension has been widely
recognized as a crucial factor in the development of literacy skills and academic
achievement. This review synthesizes existing literature to explore the various ways in
which parents can support and enhance their child's reading comprehension abilities. It is
one of the most important aspects of a child's upbringing. It is crucial for their development
both psychologically and academically. Learners with involved parents are more likely to
perform better academically, have lower levels of behavior problems, and have a higher
sense of self-esteem compared to children with uninvolved parents.
Parental involvement plays a significant role in shaping a child's worldview,
attitude, and values. It provides an opportunity for the pupils to learn, for example, feel a
sense of belonging, and experience greater levels of satisfaction and gratitude. On the
other hand, reading comprehension is the ability to understand, process, analyze, and
evaluate written or spoken language. In everyday life, reading comprehension is a critical
skill that is essential for academic success, professional success, and the ability to engage
in critical thinking. To improve reading comprehension is to identify which parts of a text
struggled with understanding. Breaking it down each area into smaller pieces to study and
practice. Use online resources, find books or articles that help explain the concepts with.
Proficiency in this skill not only lays the foundation for academic success but also serves
as a gateway to lifelong learning and achievement.
According to Sénéchal and LeFevre (2011), parental involvement in reading
activities positively correlates with children's reading achievement and comprehension
skills. The level of parental involvement can have a significant impact on the reading
abilities of the learners. Studies show that learners with active, engaged parents tend to
have higher levels of reading comprehension, vocabulary, and overall reading
achievement.
Bus (2014) found that children who engaged in frequent shared reading with their
parents exhibited higher levels of comprehension and vocabulary knowledge. Shared
reading, wherein parents read aloud to their children and engage in discussions about the
text, has been identified as a particularly effective strategy for improving reading
comprehension.
Recognizing the pivotal role of parental involvement in shaping children's
educational outcomes, it endeavors to explore the extent to which parental engagement
influences the development of reading comprehension skills among grade 4 students. By
delving into the dynamics of parental involvement, it aims to shed light on effective
strategies and practices that can empower parents to support their children's journey
toward becoming proficient readers thus through a comprehensive examination of existing
literature, coupled with empirical investigation, it seeks to offer valuable insights that can
inform educators, policymakers, and parents alike in fostering a conducive environment
for enhancing reading comprehension proficiency among elementary grade students.
Cunningham & Stanovich (1991) stated that parents serve as powerful role models
for their children's reading behaviors. Through demonstrating their own enjoyment of
reading and discussing their reading experiences, parents can cultivate a positive attitude
towards reading in their children. This modeling behavior fosters a conducive reading
environment at home, which is essential for developing strong comprehension skills.
Parents play a critical role in supporting their children's homework activities, including
reading assignments.
Hoover-Dempsey and Sandler (2014) highlighted the importance of parental
assistance in helping children understand reading materials and providing guidance in

completing comprehension-related tasks. Deslandes & Bertrand (2015) claimed that
effective communication between parents and teachers is instrumental in promoting
children's reading comprehension skills. When parents are informed about their child's
progress and receive guidance on how to support reading development at home, they can
reinforce classroom learning and address any areas of difficulty.
In recent years, there has been growing recognition of the significant influence
parents wield in promoting reading comprehension among elementary students. From
engaging in bedtime stories to assisting with homework assignments, parents have myriad
opportunities to enrich their children's literacy experiences both at home and in
collaboration with educators.
However, the landscape of parental involvement in addressing reading
comprehension is multifaceted and nuanced. Factors such as socio-economic status,
parental education level, and cultural background can impact the extent and nature of
parental engagement. Understanding these dynamics is essential for designing effective
strategies to empower parents from diverse backgrounds to support their children's
reading comprehension development effectively.
Research by Sirin (2005) found that children from higher socio-economic status
backgrounds tend to have more parental involvement in their education, including
activities related to reading comprehension, such as reading together and discussing
texts. This suggests that socio-economic status can influence the level of parental
engagement in supporting reading comprehension.
Also, studies by Hoover-Dempsey and Sandler (2005) emphasized the importance
of understanding the unique needs and preferences of parents from diverse backgrounds
when designing strategies to promote parental involvement in education. Tailoring
interventions to accommodate cultural differences and providing resources and support in

multiple languages can enhance the effectiveness of efforts to empower parents to
support their children's reading comprehension development.
In this study, the researchers conducted an interview and survey with the parents
of Grade 4 learners in Paniqui West District Schools to better establish the gap of the
study. The respondents were questioned regarding the challenges their children had with
reading comprehension. The result of the initial interview indicated that there are some
Grade 4 learners in Paniqui West District Schools who are struggling in reading
comprehension. Most of the respondents’ children answered that they experienced the
following difficulty in reading comprehension; processing speed, difficulty understanding
words, working memory deficits and difficulties with vocabulary, grammar or syntax. The
result of the pre-interview motivates the researchers to conduct this study as they find it
relevant and timely to assist learners who experienced challenges in reading
comprehension.
With these reasons, the purpose of this research study will be to identify and
evaluate the parents' involvement in addressing reading comprehension challenges to
support the Grade 4 learners of Paniqui West District Schools. The results of this study
will be used as a foreground for the researchers to come up with suggestions that would
be helpful for the parents of the Grade 4 learners in the acquisition of the required
knowledge and skills in reading comprehension and to promote parental involvement on
Grade 4 learners of Paniqui West District Schools. Furthermore, this study seeks to help
parents, teachers and educational institutions to discuss and collaborate more often that
would support and cater to the needs of the Grade 4 learners in Paniqui West District
Schools.
Review of Related Literature and Studies
On this part, popular researchers discussed the literature and the findings of other
related studies to which the current investigation is related or similarly to provide the author
with sufficient background to understand the study. It presents the related literature and
studies both local from foreign and local sources.
The study by Zhao and Zhao (2019) investigated how parental involvement in
reading comprehension influences student achievement over time. Using a longitudinal
approach, the researchers examine the relationship between various forms of parent
involvement in reading activities and academic outcomes. This study provides insights
into the importance of parental support in fostering children's literacy skills and academic
success.
However, Zhou and Wang (2014) found that parental involvement in reading
comprehension activities can help improve children's understanding of text and their ability
to process information.
Both studies highlight the significance of parental involvement in reading
comprehension, yet they offer different perspectives and findings. Zhao and Zhao (2019)
focus on the longitudinal aspect, exploring how various forms of parental involvement
influence academic outcomes over time. They provide insights into the broader impact of
parental support on children's literacy skills and academic success.
On the other hand, Zhou and Wang (2014) specifically emphasized the immediate
benefits of parental involvement in reading comprehension activities, emphasizing its role
in enhancing children's understanding of text and information processing abilities. While
both studies acknowledge the positive impact of parental involvement, Zhao and Zhao's
longitudinal approach delves deeper into the sustained effects over time, while Zhou and
Wang's study concentrates on immediate improvements.
Chan and Palanca (2018) revealed a significant and positive impact of parental
involvement on reading comprehension among elementary school students. It highlighted
the significance of parental involvement in elementary school settings to enhance reading
comprehension, which is a crucial skill for children's academic development. The findings
pointed to the need for more initiatives and programs to support parental involvement and
promote reading comprehension among elementary students.
As stated by Bramwell & D'Arcy (2021), their meta-analysis revealed a significant
and positive relationship between parental involvement in school and early childhood
reading outcomes. High involvement was associated with better reading achievement,
while low involvement was associated with poorer reading outcomes. The findings
highlighted the importance of parental involvement in promoting children's language and
reading skills development, which is important for their academic success. It emphasizes
the need for more efforts to involve parents in educational activities and support them in
their children's learning.
Both studies emphasize the positive impact of parental involvement on children's
reading comprehension and academic development, but they differ in their focus and
scope. Chan and Palanca (2018) specifically targeted elementary school students and
highlighted the immediate benefits of parental involvement in enhancing reading
comprehension skills. They emphasize the importance of initiatives and programs aimed
at supporting parental involvement to promote reading comprehension among elementary
students.
On the other hand, Bramwell & D'Arcy (2021) conducted a meta-analysis that
encompasses a broader range of studies, including those focusing on early childhood

reading outcomes. Their findings underscore the long-term significance of parental
involvement in promoting children's language and reading skills development from an
early age, which contributes to their overall academic success.
While both studies underscore the importance of parental involvement in reading
comprehension, Chan and Palanca's study zooms in on elementary school students with
a focus on immediate impacts, whereas Bramwell & D'Arcy's meta-analysis offers a
broader perspective encompassing early childhood reading outcomes and emphasizes
the long-term benefits of parental involvement.
As stated by Smith, Johnson & Williams (2019) in "Parental Involvement in
Children's Reading Comprehension: A Meta-Analysis" examined the impact of parental
involvement on children's reading comprehension across various studies conducted in the
United States, Canada, and the United Kingdom. The findings suggest that parental
involvement, particularly through shared reading activities and discussions about texts,
significantly contributes to improvements in children's reading comprehension skills. The
study also highlights the importance of effective communication between parents and
teachers in supporting children's literacy development. Overall, the results underscore the
critical role of parental involvement in addressing reading comprehension challenges
among children.
Based on the research of Christenson (2019) “Factors Affecting Parental
Involvement in Education” stated that parental involvement includes both home-related
and school-related activities. Moreover, the National Institute for Literacy (2019) article
“Reading Framework for the 2019 National Assessment of Educational Progress” stated
that the reading comprehension primarily requires both context and content knowledge.
Context knowledge involves understanding concepts, terminology, ideas, events, and
other aspects of meaning in the text such as setting and characters. Content knowledge
involves understanding the content of the text such as the themes, events, messages, and
ideas conveyed in the text. The understanding of context and content knowledge allows
readers to build a mental representation of a given text and comprehend it.
Both Smith, Johnson & Williams (2019) and Christenson (2019) emphasize the
importance of parental involvement in children's education, including reading
comprehension, but they focus on different aspects and perspectives.
Smith, Johnson & Williams' meta-analysis specifically examines the impact of
parental involvement on children's reading comprehension across multiple studies. They
highlight the significance of shared reading activities and discussions about texts in
improving children's reading comprehension skills. Additionally, they emphasize the
importance of effective communication between parents and teachers in supporting
children's literacy development.
In contrast, Christenson (2019) explored factors affecting parental involvement in
education more broadly, including both home-related and school-related activities. While
not directly focusing on reading comprehension, Christenson's research provides a
comprehensive understanding of the various ways parents can be involved in their
children's education.
Furthermore, the National Institute for Literacy's framework (2019) outlines the
essential components of reading comprehension, emphasizing the importance of both
context and content knowledge. This perspective aligns with Smith, Johnson & Williams'
findings, as they highlight the significance of shared reading activities and discussions
about texts, which contribute to children's understanding of both context and content
knowledge.
The results of the longitudinal study of Olsen & Kjenstad (2019) “The Role of
Parental Involvement in Children's Reading Development: A Longitudinal Study in
Norway” revealed that parental involvement played a significant role in promoting
children's reading development. High levels of parental involvement were associated with
better reading outcomes, including comprehension, fluency, and speed. Lower levels of
parental involvement were linked to poorer reading performance. The findings highlighted
the importance of promoting parental involvement in children's education to support their
reading development. It emphasizes the need for interventions and strategies to involve
parents more actively in their children's education and enhance their involvement in
supporting their reading development.
In the study by Johnson, Smith & Brown (2019) "Promoting Parental Involvement
to Improve Reading Comprehension in Elementary Students: A Randomized Controlled
Trial" examined the effectiveness of a parental involvement intervention program aimed
at improving reading comprehension skills among elementary students. The study
evaluates the impact of various parental engagement strategies, including shared reading,
home literacy activities, and parent-teacher communication, on students' reading
comprehension outcomes. The findings provide empirical evidence supporting the positive
effects of targeted parental involvement interventions in enhancing reading
comprehension among elementary school children.
Both Olsen & Kjenstad (2019) and Johnson, Smith & Brown (2019) underscored
the importance of parental involvement in promoting children's reading development, but
they differ in their methodologies and focus.
Olsen & Kjenstad longitudinal study provided insights into the role of parental
involvement in children's reading development over time, particularly in Norway. They

found that high levels of parental involvement were associated with better reading
outcomes, emphasizing the importance of parental support in improving comprehension,
fluency, and reading speed.
On the other hand, Johnson, Smith & Brown (2019) conducted a randomized
controlled trial to specifically evaluate the effectiveness of a parental involvement
intervention program aimed at improving reading comprehension skills among elementary
students. Their study focused on assessing the impact of targeted parental engagement
strategies, such as shared reading, home literacy activities, and parent-teacher
communication, on students' reading comprehension outcomes.
While both studies emphasize the positive effects of parental involvement on
reading development, Olsen & Kjenstad research provides longitudinal evidence of its
importance, while Johnson, Smith & Brown's study offers empirical support for the
effectiveness of targeted parental involvement interventions. Additionally, Olsen &
Kjenstad study highlights the general importance of promoting parental involvement in
education, while Johnson, Smith & Brown's study provides specific insights into the
efficacy of intervention programs aimed at improving reading comprehension.
Aban (2015) stated that parent involvement in academics, language activities, and
general reading was positively associated with school reading comprehension skills
among children in lower grades. Learners living in higher-income families and those who
received more parental assistance with reading showed greater reading comprehension
skills.
On the other hand, Agravante (2017) focused on the association between parental
involvement in academics and language activities and reading comprehension. They
found that children whose parents provided greater academic and language support
demonstrated better reading comprehension skills. While their findings align with Aban's
regarding the positive impact of parental involvement, Agravante's study emphasizes the
specific role of academic and language support in enhancing reading comprehension.
Alcantara (2019) indicated that the students with parents who provided academic
and language support had higher reading comprehension levels than those whose parents
did not provide the same support. Additionally, students with parent involvement in reading
and discussions about literary texts displayed greater reading comprehension ability. This
highlighted the impact of parental involvement in enhancing reading comprehension skills
among elementary school students.
Alejo (2016) demonstrated that supportive parental involvement has improved
reading comprehension skills among children in grade 4. Learners who had parents who
assisted them with reading, shared books with them, and discussed literary texts showed
higher reading comprehension levels compared to children with less-involved parents.
Similarly, children who had parents who provided academic and language support had
higher reading comprehension levels.
Both Alcantara (2019) and Alejo (2016) emphasized the positive impact of parental
involvement, particularly in academic and language support, on children's reading
comprehension skills. However, they slightly differ in their focus and specific findings.
Alcantara (2019) indicated that students whose parents provided academic and
language support had higher reading comprehension levels compared to those without
such support. Additionally, involvement in reading activities and discussions about literary
texts with parents further enhanced reading comprehension ability among elementary
school students. This study highlights the importance of parental involvement across
different aspects of reading comprehension.

Similarly, Alejo (2016) demonstrated the positive effect of supportive parental
involvement on reading comprehension skills among grade 4 children. The study shows
that children whose parents assisted them with reading, shared books, and discussed
literary texts exhibited higher reading comprehension levels. Moreover, children who
received academic and language support from their parents also showed enhanced
reading comprehension abilities.
Moreover, according to Calara (2018), more active parental involvement,
particularly reading activities with children, was associated with higher reading
comprehension levels. Other factors, such as parental guidance and engagement in
language activities, also correlated with better reading comprehension performance. This
emphasizes the importance of parental involvement in enhancing reading comprehension
among primary school children.
David (2017) stated that parental involvement had a positive impact on reading
comprehension. Children with active parental involvement displayed a higher level of
reading comprehension than those whose parents were less involved. Additionally, a
combination of academic and language support from parents was associated with
enhanced reading comprehension performance.
Epstein (2018) has shown that the use of the frameworks in the classroom has
resulted in positive outcomes for young readers and has encouraged the development of
parental involvement in helping children improve their reading skills. The Epstein
framework has been discussed in relation to parental involvement in addressing reading
comprehension in elementary grade within the context of the relationship between
language, culture, and literacy acquisition. The Epstein framework emphasizes the
intersectional nature of these social factors and offers a tool to explore how linguistic
differences influence parent-child interactions and the development of reading
comprehension.
Both Reyes (2019) and Santos, Cruz & Reyes (2019) focused on the importance
of parental involvement in supporting reading comprehension skills among elementary
school children, but they differ in their scope and depth of analysis.
Reyes (2019) highlights the value of parental involvement, particularly in
supporting reading comprehension skills among children. The study emphasizes the
positive association between parental involvement in language activities and better
reading comprehension performance among primary school children. However, the
specifics of the study's methodology and context are not provided.
On the other hand, Santos, Cruz & Reyes (2019) conducted a study specifically
focused on the impact of parental involvement on the reading comprehension skills of
elementary students in public schools in the Philippines. This research offers valuable
insights into the significance of parental involvement within a specific educational context
and provides practical recommendations for fostering stronger home-school partnerships
to support student learning and achievement.
While both studies underscore the importance of parental involvement in
promoting reading comprehension skills among elementary school children, Santos, Cruz
& Reyes (2019) provides a more detailed analysis within a specific context and offers
practical recommendations for enhancing home-school partnerships. Reyes (2019)
provides a general understanding of the positive association between parental
involvement and reading comprehension without specific contextual details.

Reyes (2019) highlighted the value of parental involvement in supporting reading
comprehension skills among children. Similarly, parental involvement in language
activities was positively associated with better reading comprehension performance
among primary school children. The study highlighted the link between parental
involvement and reading comprehension skills among children.
According to the study of Santos, Cruz & Reyes (2019) "The Impact of Parental
Involvement on the Reading Comprehension Skills of Elementary Students in Public
Schools in the Philippines" contributes valuable insights into the significance of parental
involvement in supporting reading comprehension skills among elementary students in
Philippine public schools and offers practical recommendations for fostering stronger
home-school partnerships to support student learning and achievement.
Both Reyes (2019) and Santos, Cruz & Reyes (2019) focus on the importance of
parental involvement in supporting reading comprehension skills among elementary
school children, but they differ in their scope and depth of analysis.
Reyes (2019) highlights the value of parental involvement, particularly in
supporting reading comprehension skills among children. The study emphasizes the
positive association between parental involvement in language activities and better
reading comprehension performance among primary school children. However, the
specifics of the study's methodology and context are not provided.
On the other hand, Santos, Cruz & Reyes (2019) conducted a study specifically
focused on the impact of parental involvement on the reading comprehension skills of
elementary students in public schools in the Philippines. This research offers valuable
insights into the significance of parental involvement within a specific educational context
and provides practical recommendations for fostering stronger home-school partnerships
to support student learning and achievement.
In summary, while both studies underscore the importance of parental involvement
in promoting reading comprehension skills among elementary school children, Santos,
Cruz & Reyes (2019) provides a more detailed analysis within a specific context and offers
practical recommendations for enhancing home-school partnerships. Reyes (2019)
provides a general understanding of the positive association between parental
involvement and reading comprehension without specific contextual details.
Cruz & Garcia (2019) article "The Role of Parental Support in Developing Reading
Comprehension Skills among Grade 3 Students", investigates the role of parental support
in the development of reading comprehension skills specifically among Grade 3 students
in the Philippines. It examines the various forms of parental involvement such as reading
with children, providing access to reading materials, and fostering a literacy-rich
environment at home. The findings underscore the positive correlation between parental
support and reading comprehension proficiency among elementary school students.
Torres & Cruz (2020) “Exploring the Impact of Parental Involvement on Reading
Comprehension in Filipino Elementary Students”, states that the high levels of parental
involvement were associated with better reading comprehension skills among students.
Lower levels of parental involvement were associated with lower reading comprehension
skills. The results highlighted the importance of parental involvement in fostering reading
comprehension among Filipino elementary students.
Both Cruz & Garcia (2019) and Torres & Cruz (2020) explored the relationship
between parental involvement and reading comprehension skills among elementary
students in the Philippines, yet they approach the topic from slightly different angles.
Cruz & Garcia (2019) specifically focused on Grade 4 students and investigated
various forms of parental support in developing reading comprehension skills. Their study
examines activities such as reading with children, providing access to reading materials,
and creating a literacy-rich environment at home. The findings highlight a positive
correlation between parental support and reading comprehension proficiency among
elementary school students.
In contrast, Torres & Cruz (2020) explored the impact of parental involvement on
reading comprehension skills without specifying a particular grade level. Their study also
finds a positive association between high levels of parental involvement and better reading
comprehension skills among students, while lower levels of parental involvement are
linked to lower reading comprehension skills.
Both studies underscore the importance of parental involvement in fostering
reading comprehension skills among Filipino elementary students. However, Cruz &
Garcia (2019) provided a more detailed examination of specific parental support activities
and focused on Grade 4 students, while Torres & Cruz (2020) offered a broader
perspective without specifying grade levels. Additionally, both studies confirm the positive
correlation between parental involvement and reading comprehension proficiency,
contributing to the understanding of the role parents play in their children's literacy
development.
Furthermore, Cajucom, Abalaza, Angeles, and Calinaban (2018) their findings
provided evidence that parental involvement was associated with significant gains in
reading comprehension among Filipino primary school children. The results supported the
notion that parental involvement can have positive effects on children's reading
comprehension skills. The findings emphasized the significance of promoting and

supporting parental involvement in elementary education to improve reading
comprehension skills among children.
The research herein cited both had similarities and differences to the present
study. The present study by Abdelhalim (2015) suggests that the use of Mediated
Cognitive Strategies, delivered through the Gradual Release of Responsibility Model
along with parental involvement can have a positive impact on the English literacy skills
and self-efficacy of struggling 4th-grade readers and writers. Despite showing significant
improvement in literacy skills, the study did not find a correlation between literacy skills
and self-efficacy, which could indicate that the program did not target the development of
self-efficacy among students.
Conceptual Framework
The following paradigm shows the relationship of the variables included in this
study:
Reading Challenges of
the Learners
 decoding and
vocabulary Parents’
 reading fluency Involvement in Proposed Action
 reading Addressing Plan
comprehension Reading
 retention/recalling Comprehension
Figure 1. Conceptual Paradigm of the Study
The figure above shows the conceptual framework using Joyce Epstein’s parental
involvement framework. This framework assists educators in developing school and family
partnership programs. Researchers will conduct correlational data analysis and create
checklists for all teachers and parents and information to create an action plan to improve
parent involvement in addressing reading comprehension problems of Grade 4 Students
in Paniqui West District Schools.
Statement of the Problem
This study aims to determine the parental involvement in addressing reading
comprehension challenges of Grade 4 Students in Paniqui West District Schools. This
study provides the answer to the following questions:
1. In what ways are the parents involved in addressing reading comprehension
challenges of their children in terms of:
1.1. understanding of the child's reading needs
1.2. teacher-parent communication
1.3. resources
1.3.1. learning resources
1.3.2. human resources
1.4. child’s environment
1.4.1. emotional
1.4.2. social
1.4.3. physical
2. How may the reading challenges of the learners described in terms of the
following:
2.1. decoding and vocabulary
2.2. reading fluency

2.2.1. speed
2.2.2. accuracy
2.3. reading comprehension
2.4. retention/recalling
3. Is there a significant relationship between parental involvement and reading
comprehension on the respondent’s children?
4. What action plan can be derived for the findings of parental involvement in
reading comprehension?
Hypothesis
This research will test the following null hypothesis at .05 level of significance:
There is no significant relationship between parental involvement and reading
comprehension challenges of Grade 4 Students in Paniqui West District School.

CHAPTER 2
METHODOLOGY
This part of the research presents and analyzes the method, respondents,
sampling method, instruments, data collection procedure and data analysis used and
implemented in conducting the study.
Type of Research
This research implemented the descriptive-correlational method. According to
Aggarwal and Ranganathan (2019), a descriptive study is one that is designed to describe
the distribution of one or more variables, without regard to any causal or other hypothesis.
This type of research is appropriate as used because the current study will describe the
reading challenges of the learners.
The current research is correlational in type, as well. Based on Lau (2017), a
correlational study aims to find out if there are differences in the characteristics of a
population depending on whether its subjects have been exposed to an event of interest
in the naturalistic setting. The present research is also correlational since it established
the parent’s demographic data and parent’s practices in reading comprehension
challenges of the students.
Respondents
A total of 65 parents of the students in Paniqui West District Schools (Grade 4)
participated in this study who will answer the questionnaires to be fielded to them. The
parents are in Paniqui West District Schools during the school year 2024-2025 where
face-to-face learning is implemented.

Table 1
Interpretation of Population of the Respondents
ADUAS ELEMENTARY SCHOOL

Age Gender Frequency Percentage
Female Male
30-40 7 0 7 58.33
40-50 2 0 2 16.67
50-60 2 1 3 25
60 above 0 0 0 0
Total 11 1 12 100
BALAOANG ELEMENTARY SCHOOL
Female Male
30-40 4 0 4 66.66
40-50 1 0 1 16.67
50-60 1 0 1 16.67
60 above 0 0 0 0
Total 6 0 6 100
NANCAMARINAN ELEMENTARY SCHOOL
Female Male
25-30 2 0 2 6.67
30-40 14 0 14 46.67
40-50 9 1 10 33.33
50-60 1 0 1 3.33
60 above 3 0 3 10
Total 29 1 30 100
VENTINILLA ELEMENTARY SCHOOL
Female Male
21-30 2 0 2 11.76
31-40 10 0 10 58.82
41-50 3 1 4 23.53
51-60 0 0 0 0
61 above 0 1 1 5.88
Total 15 2 17 99.99
Table 1.1
Gender Frequency Percentage
Male 4 6.15
Female 61 93.84
Total 65 99.99
The respondents were chosen to participate in this study because according to
the observations, they show indications in addressing reading comprehension
challenges. The purposive sampling technique is most appropriate to the present study
because the researchers will have to consider their limited time in data gathering.
Sampling Method
The respondents of the study were the parents of grade 4 learners of Ventinilla
Elementary School, Nancamarinan Elementary School, Balaoang Elementary School and
Aduas Elementary School during the school year 2023-2024. The respondents were
chosen by using the purposive sampling method. As stated by Nikolopoulou (2023),
purposive sampling refers to a group of non-probability sampling procedures in which
units are chosen because they possess the traits required in a sample.
In this study, the profile variables served as the basis for determining the
subgroups for the respondents. By using a purposive sampling technique, the members
of the population have an equal chance of being selected, reducing the potential for bias
and ensuring that the sample represents the population based on the specific
characteristics and criteria relevant to the research objectives. This enhances the
generalizability of the research findings.

Instruments
A questionnaire was prepared to be the main data gathering tool. The first question
that describes the learners reading comprehension challenges along decoding and
vocabulary, reading fluency, reading comprehension and retention/recalling was based
on the research of Likert (1987).
The questionnaire will be answered by the parents in a 5-point Likert scale to
describe the learner’s reading comprehension challenges by which they agree to each
indicator. On the scale, 1 means “almost never", 2=“seldom”, 3=“sometimes”, 4=”often”
and 5=“almost never”.
The second question that describes the parents' involvement in the reading
comprehension challenges of the learners along with an understanding of the child's
reading needs, teacher-parent communication, resources (learning resources and human
resources), child’s environment (emotional, social and physical) will be based on the
research of Dixon (2018). However, alterations were made to accommodate the
characteristics of the respondents in the current study.
The interview questionnaires will be answered by the parents in a narrative
interview to describe the parents’ involvement in the reading comprehension challenges
of the learners.
Data Gathering Procedure
The researchers sought the permission of the Principal and the Grade 4 teachers
of Ventinilla Elementary School, Balaoang Elementary School, Nancamarinan
Elementary School and Aduas Elementary School respectively before floating the
interview questionnaires and checklist to the Grade 4 parents of the learners during
School Year 2023-2024. An interview questionnaire and checklist were given to the
parents to know the levels of exposure of their children and its implications in addressing
reading comprehension challenges.

The researchers assisted the respondents in completing the given interview
questionnaire and checklist. After the respondents were done, all the checklist and
interview questionnaires were collected for the tabulation of the results. The answering of
the checklist and interview questionnaire lasted for thirty minutes. In the process, the
respondents' answers were determined through the Likert Scale and Slovin’s Formula,
which was given by the researchers.
Data Analysis
To describe the learners reading comprehension challenges along decoding and
vocabulary, reading fluency, reading comprehension and retention/recalling the Likert
Scale will be used. Results were interpreted as follows;
Table 2
Interpretation of the Computed Likert Scale
Response Numerical Range Percentage of

Categories Value Frequency
Always 5 4.21-5.00 81%-100%
Often 4 3.41-4.20 61%-80%
Sometimes 3 2.61-3.40 41%-60%
Seldom 2 1.81-2.60 21%-40%
Almost Never 1 1.00-1.80 0%-20%
To describe the parents' involvement in the reading comprehension challenges of
the learners along with an understanding of the child's reading needs, teacher-parent
communication, resources (learning resources and human resources), child’s
environment (emotional, social and physical) the Likert Scale will be used.
To describe the initial findings of parental involvement in reading comprehension
challenges of the Grade 4 learners, frequency distribution and average will be employed.
To establish the significant relationship between the parental involvement and
reading comprehension on the respondent’s children, Slovin’s measurement will be
computed with the following formula:
Where in:
n = sample size
N = population size
e = margin of errors
Chapter 3
RESULTS AND DISCUSSION
This chapter presents the data acquired during the current study. The data were
analyzed and interpreted in accordance with the problems, methodology, and processes
outlined in the study.
1. The Ways that the Parents Involved in Addressing Reading
Comprehension Challenges of their Children in Paniqui West District Schools
1.1. Understanding of the Child's Reading Needs
Table 3. Understanding of the Child’s Reading Needs
Question Weighted Interpretation
Mean
Ventinilla Elementary School – 17 respondents
I often engage my child in reading for pleasure 3.76 Often
outside of school hours
I ask my child if he/she encounter any challenges 4.06 Often
while reading
I regularly check if there are any specific topics or 4.18 Often
subjects that particularly interest my child
Balaoang Elementary School – 6 respondents

while reading
Aduas Elementary School – 12 respondents
while reading
Nancamarinan Elementary School – 40 respondents
while reading
Table 3 shows the parents’ understanding of the child’s reading needs. Across the
data, it can be seen that parents often understand the child’s reading needs, most
commonly manifested in the instances where they ask their children if they encounter any
challenges while reading as with the highest weighted mean in 2 out of 4 respondent
schools, while the least that parents often do is engage their children in reading for
pleasure outside of school hours. It can be interpreted that most of the reading
involvement that parents understand is only during the time that they are in school, while
pleasure reading, even though it is also often understood by parents, is the least being
practiced in 2 out of 4 respondent schools.
1.2. Teacher-Parent Communication
Table 4. Teacher-Parent Communication towards Understanding of the Child’s
Reading Needs
Mean
I feel that the teacher effectively communicates 4.12 Often
expectations for my child’s academic performance
and behavior
I’m comfortable reaching out to my child’s teacher 3.35 Sometimes
with questions and concerns
I received feedback from the teacher regarding my 4.29 Always
child’s behavior and social interactions in the
classroom

I feel that the teacher effectively communicates 4.00 Often
and behavior
I’m comfortable reaching out to my child’s teacher 4.00 Often
I received feedback from the teacher regarding my 4.17 Often
classroom
I feel that the teacher effectively communicates 4.83 Always
and behavior
I’m comfortable reaching out to my child’s teacher 4.42 Always
classroom

I feel that the teacher effectively communicates 4.30 Always
and behavior
I’m comfortable reaching out to my child’s teacher 3.98 Often
classroom
Table 4 shows the teacher-parent communication perception of the parents
towards understanding of the child’s reading needs. From the results, it shows that
communication between the teacher and parent often is manifested in terms of the parents
getting feedback from the teacher regarding their children’s behavior and social
interactions in the classroom. It is also notable that parents are, despite the interpretation
being high, not comfortable reaching out to their children’s teachers with questions and
concerns.
1.3. Resources
Table 5. Resource Availability towards Understanding of the Child’s Reading
Needs
Mean

There are financial barriers that prevent my child from 3.94 Often
accessing necessary educational resources
I’m aware of any extracurricular resources or 4.00 Often
activities available to support my child’s learning
outside of regular school hours
Are the resources available to support my child’s 4.00 Often
learning at school
learning at school

learning at school
Are the resources available to support my child’s 4.21 Always
learning at school
Table 5 shows the availability of resources for child’s reading needs. It can be seen
that there are less financial barriers that prevent their children from accessing necessary
educational resources, however, it is the availability of the resources at the child’s schools
that the parents are most looking into as part of their children’s reading needs, with it being
the top blocker across all 4 respondent schools.
1.4. Child’s Environment
Table 6. Children’s Environment and their Reading Needs
Mean

There are changes or improvements that I would like 4.18 Often
to make my child’s home environment to better
support their educational goals
Our family members engage in educational activities 4.00 Often
or discussions with my child outside of school hours
My child has access to a quiet and comfortable space 4.24 Always
for reading and studying at home

My child has access to a quiet and comfortable space 3.92 Often
Table 6 shows the children’s environments in relation to their reading needs. The
data shows that parents are very aware of the importance of having a quiet and
comfortable space for reading and studying at home, as it is the top variable across all 4
respondent schools. Meanwhile, though ranked high, they see the least need for change
or improvement of their home environment to better support their educational goals.

2. Describing the Reading Challenges in Learners at Paniqui West District
Schools
2.1. Decoding and Vocabulary
Table 7. Summary of Decoding and Vocabulary Challenges
Mean
My child accurately sound out unfamiliar words 3.53 Often
My child recognizes common words automatically 4.29 Always
I encourage my child to use strategy such as re- 4.29 Always
reading
I proactively address difficulties of my child may 4.24 Always
encounter when reading or seeking additional support
if necessary
I model good reading habits and demonstrate the 4.35 Always
value of lifelong learning through my own reading
practices
I provide opportunities for my child to practice 3.94 Often
decoding skills through read-aloud together and
discuss unfamiliar words

I incorporate vocabulary-building activities into daily 4.00 Often
routines, such as discussing the meanings of words
encountered in books, movies, or conversations
I monitor my child's progress in decoding and 4.12 Often
vocabulary development and adjust strategies
accordingly
I communicate regularly with teachers or reading 3.47 Often
specialists (ex. Tutors) to collaboratively address any
reading comprehension challenges my child may be
facing
I support decoding and vocabulary development 4.24 Often
activities recommended by teachers
I involved myself in monitoring my child's progress in 4.71 Always
decoding and vocabulary development and
communicating with teachers about any challenges or
successes
reading
if necessary
I model good reading habits and demonstrate the 4.00 Often
practices
I provide opportunities for my child to practice 3.33 Sometimes
accordingly
I communicate regularly with teachers or reading 3.33 Sometimes
facing
I support decoding and vocabulary development 3.67 Often

successes
My child accurately sound out unfamiliar words 2.58 Seldom
reading
if necessary
practices

accordingly
I communicate regularly with teachers or reading 3.00 Sometimes
facing
I support decoding and vocabulary development 4.33 Always
successes
reading
I proactively address difficulties of my child may 4.15 Often
if necessary
practices
accordingly
I communicate regularly with teachers or reading 3.93 Often
facing
I support decoding and vocabulary development 4.45 Always
successes
Table 7 shows the decoding and vocabulary challenges that the children encounter
as perceived by the parent. Positively, respondents at Nancamarinan Elementary School
are always on the lookout for the growth and improvement of their children’s reading
improvement in terms of decoding and vocabulary, while respondents at Balaoang
Elementary School are often on the lookout, but with the lowest observation marks for the
decoding and vocabulary challenges. Additionally, Aduas Elementary School records a
2.58 score in children seldom accurately sounding out unfamiliar words, citing the
challenge of recognizing the pronunciation of words that are unfamiliar to them.
2.2. Reading Fluency
Table 8. Summary of Reading Fluency Challenges
Mean
My child read smoothly and with expression, rather 3.82 Often
than in a choppy or hesitant manner
My child maintains a consistent reading pace 3.71 Often
without frequent pauses or interruptions

Table 8 shows the summary of reading fluency challenges as perceived by the
parents. Generally across all respondent schools, children are able to often read smoothly
and with expression, as well as maintain a consistent reading pace without frequent
pauses or interruptions, evidently showing little to no difficulty in terms of reading fluency.
2.3. Speed
Table 9. Summary of Reading Speed Challenges
Mean

My child reads aloud at a pace that is appropriate for 3.94 Often
his/her grade level and age
My child can demonstrate improvement in reading 3.35 Sometimes
speed over time with consistent practice
My child was able to read passages of increasing 3.24 Sometimes
length within a reasonable amount of time
My child maintains and exhibit confidence and 3.29 Sometimes
comfort with reading tasks that require quick
comprehension and response
My child can demonstrate improvement in reading 4.17 Often
My child was able to read passages of increasing 4.17 Often
My child maintains and exhibit confidence and 4.67 Always

My child can demonstrate improvement in reading 4.33 Always
My child was able to read passages of increasing 4.33 Always
My child reads aloud at a pace that is appropriate for 4.33 Always
My child can demonstrate improvement in reading 4.25 Always
My child was able to read passages of increasing 4.35 Always
Table 9 shows the reading speed challenges of the students as perceived by the
parent respondents. In 2 out of the 4 respondent schools, parents see that their children
maintain and exhibit confidence and comfort with reading tasks that require quick
comprehension and response, while they are seeing challenges in terms of their children
reading aloud at a pace that is appropriate for his/her grade level and age, with the said
challenge being the lowest in 3 out of 4 respondent schools.
2.4. Accuracy
Table 10. Summary of Reading Accuracy Challenges
Mean
My child read words correctly and accurately, with 3.76 Often
minimal errors
My child self-correct errors and monitor his/her 3.94 Often
reading for accuracy
My child demonstrates consistent accuracy in reading 3.35 Sometimes
comprehension tasks, such as answering questions
or summarizing passages
minimal errors
My child self-correct errors and monitor his/her 4.50 Always

My child demonstrates consistent accuracy in reading 4.50 Always
My child read words correctly and accurately, with 3.33 Sometimes
minimal errors
My child self-correct errors and monitor his/her 3.58 Often
My child demonstrates consistent accuracy in reading 4.08 Often
minimal errors
My child self-correct errors and monitor his/her 4.25 Always
My child demonstrates consistent accuracy in reading 3.93 Often
Table 10 shows the reading accuracy challenges encountered by children as
perceived by their parents. Across different schools, different accuracy challenges are
being observed, with both reading words correctly and accurately with minimal errors and
demonstration of consistent accuracy in reading comprehension tasks being found the
least confident parents are with their children’s reading accuracy.
2.5 Reading Comprehension
Table 11. Summary of Reading Comprehension Challenges
Mean
My child demonstrates an understanding of the 3.29 Sometimes
sequence of events in a story or informational text
My child draw inferences and conclusions from the 3.35 Sometimes
information presented in the text
My child makes connections between the text and 3.29 Sometimes
their own experiences or the world around them
My child asks questions to clarify confusing parts of 3.82 Often
the text or deepen their understanding
My child demonstrates an understanding of the 3.50 Often
My child draw inferences and conclusions from the 4.17 Often

My child makes connections between the text and 4.00 Often
My child demonstrates an understanding of the 4.50 Always
My child draw inferences and conclusions from the 4.33 Always
My child makes connections between the text and 4.42 Always
My child demonstrates an understanding of the 4.25 Always
My child draw inferences and conclusions from the 4.13 Often
My child makes connections between the text and 4.15 Often

My child asks questions to clarify confusing parts of 4.53 Always
Table 11 discusses the reading comprehension challenges of the children as
perceived by their parents. In 2 out of 4 respondent schools, the children are the most
challenged in understanding the sequence of events in a story or informational text, while
3 out of 4 respondent schools display a sense of curiosity as children ask questions to
clarify confusing parts of the text or deepen their understanding.
2.6 Retention/ Recalling
Table 12. Summary of Retention/Recalling Challenges
Mean
My child can recall key details and events from a 4.12 Often
passage shortly after reading
My child demonstrates the ability to remember 3.47 Often
important information from the text over an extended
period
My child can recall key details and events from a 4.00 Often

period
My child can recall key details and events from a 4.67 Always
My child demonstrates the ability to remember 4.58 Always
period
My child can recall key details and events from a 4.40 Always
period
Table 12 shows retention/ recalling challenges of the children in reading as
perceived by their parents. While most respond that they often observe these
characteristics in their children, it is more evident that children are challenged in terms of
remembering important information from the text over an extended period of time,
however, have minimal difficulty in recalling key details and events from a passage shortly
after reading. This suggests that long-term memory of text is a challenge for most readers
in the elementary level.

Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings
The researchers were able to find out that:
1. In terms of parents’ understanding of their children’s needs, they are often attentive
to the amount of engagement their children obtain, regularly ask their children if
they encounter any challenges while reading, and are also receptive to feedback
from their teachers regarding their children’s behavior and social interactions.
2. Two of the most challenged blockers encountered by parents are their comfort
level of reaching out to their children’s teachers with questions and concerns, as
well as school resource availability in supporting their children’s learning at school.
3. There is minimal challenge in terms of decoding and vocabulary, reading fluency,
speed, accuracy, reading comprehension, and retention/recalling across all
respondents. However, it is also notable that there are challenges encountered
with accurately sounding unfamiliar words.
4. While there are minimal challenges, one of the observed challenges in
retention/recalling is long-term memory retention, as children tend to remember
more details to the text they are reading after they read it, but are perceived to be
more challenged when trying to remember important information over an extended
period of time.
5. Overall, parents are highly involved in their children’s reading comprehension
challenges, as they are able to determine the challenges their children encounter,
are able to adapt to strategies that would suit their children’s level, and are able to
reach out for assistance and for external help whenever challenges arise that
involve their children’s reading comprehension.

Conclusion
Based on the findings, the researcher concluded that:
1. Parents are actively involved in understanding their children's reading needs,
particularly in addressing immediate challenges encountered during
reading sessions, but there's a gap in promoting reading for pleasure outside of
school hours.
2. Teacher-parent communication primarily revolves around behavioral and social
aspects rather than directly addressing reading needs, indicating a potential area
for improvement in fostering collaboration for better understanding and support
3. While financial barriers to accessing educational resources are less prevalent,
there's a significant concern regarding the availability of resources within the child's
school environment, highlighting the need for better resource allocation and
management.
4. Parents recognize the importance of creating conducive reading environments at
home but may overlook the need for broader environmental changes to better
support their children's educational goals, suggesting a potential area for
increased awareness and action.
Recommendations
Based on the findings and conclusions drawn, the following are recommended:
1. Encourage parental involvement in promoting reading for pleasure outside of
school hours through initiatives such as family reading sessions, book clubs, and
access to a variety of reading materials at home.
2. Facilitate more effective communication channels between teachers and parents
specifically focusing on discussing and addressing the child's reading needs,

including regular updates on reading progress, strategies for improvement, and
opportunities for parental support.
3. Allocate resources to ensure adequate availability of educational materials within
school environments, including books, technology, and supplementary resources
to support diverse reading needs and preferences among students. Additionally,
consider implementing programs to enhance literacy-rich environments within
schools to further support reading development.

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APPENDIX A
REQUEST LETTER TO CONDUCT THE STUDY

APPENDIX B
RESEARCH TOOL
Republic of the Philippines

Commission on Higher Education
CIT COLLEGES OF PANIQUI FOUNDATION, INC.
Burgos St. Poblacion Sur Paniqui, Tarlac
Name: _______________________________________________
Age: _____
Gender: ______
Always - 5 Often – 4 Sometimes - 3 Seldom – 2 Almost Never – 1
Decoding and Vocabulary Always Often Sometimes Seldom Almost

5 4 3 2 Never
1
My child accurately sound out
unfamiliar words (Nabibigkas ng aking
anak ang mga hindi pamilyar na salita)
My child recognizes common words
automatically (Naiintindihan ng aking
anak ang mga pamilyar na salita)
I encourage my child to use strategy
such as re-reading (Hinihikayat ko ang
aking anak para gumamit ng ibang
pamamaraan kagaya ng pag basa ng
paulit-ulit)
I proactively address difficulties of my
child may encounter when reading or
seeking additional support if necessary
(Agad ko siyang tinutuunan ng pansin
kung siya’y nahihirapan sa pag babasa
o kailangan ng tulong)
I model good reading habits and
demonstrate the value of lifelong
learning through my own reading
practices (Ipinapakita ko kung anong
mabuting naidudulot ng pag babasa)
I provide opportunities for my child to
practice decoding skills through read-
aloud together and discuss unfamiliar
words (Sinasamahan ko siyang mag
basa upang matutunan niyang
maintindihan ang mga hindi pamilyar o
mahihirap na salita)
I incorporate vocabulary-building
activities into daily routines, such as
discussing the meanings of words
encountered in books, movies, or
conversations (Tinuturuan ko siyang
maintindihan ang mga salitang hindi
pamilyar na aming nakita sa libro,
narinig sa pelikula o sa pakikipag-
usap)
I monitor my child's progress in
decoding and vocabulary development
and adjust strategies accordingly
(Sinusubaybayan ko ang progreso ng
kanyang bokabularyo at pag-intindi ng
kahulugan ng mga salita)
I communicate regularly with teachers
or reading specialists (ex. Tutors) to
collaboratively address any reading
comprehension challenges my child
may be facing (Nakikipag-ugnayan
ako sa mga guro at iba pang bihasa sa
pagtuturo (hal. Tutor) para tugunan
ang mga hamon sa pag-unawa sa
pagbabasa na maaaring kinakaharap
ng aking anak)
I support decoding and vocabulary
development activities recommended
by teachers (Sinusuportahan ko ang
mga gawain sa pag intindi ng mga
kahulugan ng salita at pag-unlad ng
bokabularyo na inirerekomenda ng
mga guro)
I involved myself in monitoring my
child's progress in decoding and
vocabulary development and
communicating with teachers about
any challenges or successes
(Sinusunod ko ang mga pinapayo ng
kanyang mga guro para siya ay matuto
at lumawak ang kanyang bokabularyo)
Reading Fluency 5 4 3 2 1
My child read smoothly and with
expression, rather than in a choppy or
hesitant manner (Ang aking anak ay
nagbabasa nang maayos, may
tamang ekspresyon at emosyon batay
sa kanyang binabasang teksto)
My child maintains a consistent
reading pace without frequent pauses
or interruptions (Ang aking anak ay
nag babasa ng dire-deretso at hindi
paputol-putol)
A. SPEED 5 4 3 2 1
My child reads aloud at a pace that is
appropriate for his/her grade level and
age (Nakakapagbasa ang aking anak
ng mahusay at malakas sa tamang
bilis ayon sa kanyang edad at baitang)
My child can demonstrate
improvement in reading speed over
time with consistent practice (Bumilis
ang kanyang pagbabasa dahil sa
patuloy niyang pagsasanay)
My child was able to read passages of
increasing length within a reasonable
amount of time (Kayang magbasa ng
aking anak ang mga mahahabang
teksto ng may bilis na naaayon sa
kanyang edad)
My child maintains and exhibit
confidence and comfort with reading
tasks that require quick
comprehension and response (Ang
aking anak ay nagpapakita ng tiwala at
kumpiyansa sa sarili kapag siya ay
nagbabasa)
B. ACCURACY 5 4 3 2 1
My child read words correctly and
accurately, with minimal errors (Ang
aking anak ay nagbabasa ng tama na
may kaunting pagkakamali)
My child self-correct errors and
monitor his/her reading for accuracy
(Tinatama at sinusubaybayan ng aking
anak ang kanyang mga pagkakamali
sa pagbasa)
My child demonstrates consistent
accuracy in reading comprehension
tasks, such as answering questions or
summarizing passages (Nagpapakita
ng katumpakan sa pagbabasa kagaya
ng pagsagot sa mga tanong o
pagbubuod ng mga teksto)
Reading Comprehension 5 4 3 2 1
My child demonstrates an
understanding of the sequence of
events in a story or informational text
(Nagpapakita ang aking anak ng
kaalaman sa pagkakasunod-sunod ng
kwento o teksto)
My child draw inferences and
conclusions from the information
presented in the text (Ang aking anak
ay nakapagbibigay ng konklusiyon sa
bawat teksto na binigay sa kanya)
My child makes connections between
the text and their own experiences or
the world around them (Naidudugtong
ng aking anak ang kanyang karanasan
at kanyang mga binabasang teksto)
My child asks questions to clarify
confusing parts of the text or deepen
their understanding (Nagtatanong ang
aking anak para malinawan sa mga
nakakalitong bahagi ng teksto o
mapalalim ang kanyang kaalaman)
Retention/Recalling 5 4 3 2 1
My child can recall key details and
events from a passage shortly after
reading (Naaalala niya ang mga
importanteng detalye sa kanyang
kakabasang teksto)
My child demonstrates the ability to
remember important information from
the text over an extended period
(Naaalala niya ang mga importanteng
detalye sa kanyang binasa kahit sa
pagdaan ng panahon)
1. Understanding of the Always Often Sometimes Seldom Almost

child’s reading needs 5 4 3 2 Never
1
I often engage my child in
reading for pleasure outside of
school hours (Madalas kong
isali ang aking anak sa
pagbabasa para sa kasiyahan
sa labas ng oras ng paaralan)
I ask my child if he/she
encounter any challenges
while reading (Tinatanong ko
ang aking anak kung
nakakaranas siya ng anumang
mga hamon habang
nagbabasa)
I regularly check if there are
any specific topics or subjects
that particularly interest my
child (Regular kong tinitingnan
kung mayroong anumang
partikular na paksa o paksa na
partikular na kinaiinteresan ng
aking anak)
2. Teacher-Parent 5 4 3 2 1
Communication
I feel that the teacher

effectively communicates
expectations for my child’s
academic performance and
behavior (Pakiramdam ko ay
epektibong ipinapahayag ng
guro ang mga inaasahan para
sa akademikong pagganap at
pag-uugali ng aking anak)
I’m comfortable reaching out to
my child’s teacher with
questions and concerns
(Kumportable akong makipag-
ugnayan sa guro ng aking anak
na may mga tanong at
alalahanin)
I received feedback from the
teacher regarding my child’s
behavior and social
interactions in the classroom
(Nakatanggap ako ng opinyon
mula sa guro tungkol sa pag-
uugali ng aking anak at mga
pakikipag-ugnayan sa lipunan
sa silid-aralan)
3. Resources 5 4 3 2 1
There are financial barriers that

prevent my child from
accessing necessary
educational resources (May
mga hadlang sa pananalapi na
pumipigil sa aking anak na ma-
access ang mga
kinakailangang
mapagkukunang pang-
edukasyon)
I’m aware of any extracurricular
resources or activities available
to support my child’s learning
(Alam ko ang anumang
extracurricular na
mapagkukunan o aktibidad na
magagamit upang suportahan
ang pag-aaral ng aking anak sa
labas ng regular na oras ng
pag-aaral)
There are resources available
to support my child’s learning at
school (May mga
mapagkukunang magagamit
upang suportahan ang pag-
aaral ng aking anak sa
paaralan)
4. Child’s Environment 5 4 3 2 1
There are changes or

improvements that I would like
to make my child’s home
environment to better support
their educational goals (May
mga pagbabago o
pagpapahusay na gusto kong
gawin ang kapaligiran ng
tahanan ng aking anak upang
mas masuportahan ang
kanilang mga layunin sa
edukasyon)
Our family members engage in
educational activities or
discussions with my child
outside of school hours (Ang
mga miyembro ng aming
pamilya ay nakikibahagi sa
mga aktibidad na pang-
edukasyon o mga talakayan
kasama ang aking anak sa
labas ng oras ng pag-aaral)
My child has access to a quiet
and comfortable space for
reading and studying at home
(Ang aking anak ay may
access sa isang tahimik at
komportableng lugar para sa
pagbabasa at pag-aaral sa
bahay)
APPENDIX C
VALIDATION OF QUESTIONNAIRES

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Republic of the Philippines

Commission on Higher Education

This thesis of RODOLFO V. ANCHETA, FELICITY MAE V. MANALO, TRIXIE DE

JONATHAN M. GAMBOA Ed.D

NESTOR B. CASTRO Ed.D

MARVIN Y. ARCE MED Math NARCISO A. MARTIN, JR. DBA

ARNULFO J. TIBON JR.

NESTOR B. CASTRO Ed.D

LIST OF FIGURES vii

1 THE PROBLEM AND ITS BACKGROUND 1

Background of the Study 1

Review of Related Literature and Studies 5

Statement of the Problem 18

Data Gathering Procedure 23

3 RESULT AND DISCUSSION 25

4 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 53

A Letter of Request to Conduct Study 59

C Validation of the Tool

1 Interpretation of Population of the Respondents

2 Interpretation of the Computed Likert Scale

3 Understanding of the Child’s Reading Needs

4 Teacher-Parent Communication towards Understanding

5 Resource Availability towards Understanding of the

6 Children’s Environment and their Reading Needs

7 Summary of Decoding and Vocabulary Challenges

8 Summary of Reading Fluency Challenges

9 Summary of Reading Speed Challenges

10 Summary of Reading Accuracy Challenges

11 Summary of Reading Comprehension Challenges

12 Summary of Retention/Recalling Challenges

1 Paradigm of the Study 17

THE PROBLEM AND ITS BACKGROUND

Parental involvement in a child's reading comprehension has been widely

recognized as a crucial factor in the development of literacy skills and academic

sense of self-esteem compared to children with uninvolved parents.

Parental involvement plays a significant role in shaping a child's worldview,

evaluate written or spoken language. In everyday life, reading comprehension is a critical

in critical thinking. To improve reading comprehension is to identify which parts of a text

as a gateway to lifelong learning and achievement.

According to Sénéchal and LeFevre (2011), parental involvement in reading

activities positively correlates with children's reading achievement and comprehension

have higher levels of reading comprehension, vocabulary, and overall reading

parents exhibited higher levels of comprehension and vocabulary knowledge. Shared

Recognizing the pivotal role of parental involvement in shaping children's

educational outcomes, it endeavors to explore the extent to which parental engagement

influences the development of reading comprehension skills among grade 4 students. By

toward becoming proficient readers thus through a comprehensive examination of existing

inform educators, policymakers, and parents alike in fostering a conducive environment

for enhancing reading comprehension proficiency among elementary grade students.

environment at home, which is essential for developing strong comprehension skills.

Hoover-Dempsey and Sandler (2014) highlighted the importance of parental

assistance in helping children understand reading materials and providing guidance in

effective communication between parents and teachers is instrumental in promoting

reinforce classroom learning and address any areas of difficulty.

parents wield in promoting reading comprehension among elementary students. From

opportunities to enrich their children's literacy experiences both at home and in

collaboration with educators.

However, the landscape of parental involvement in addressing reading

comprehension is multifaceted and nuanced. Factors such as socio-economic status,

parental engagement. Understanding these dynamics is essential for designing effective

strategies to empower parents from diverse backgrounds to support their children's

reading comprehension development effectively.

backgrounds tend to have more parental involvement in their education, including