Assessing The Impact of Parental Involvement on Reading Comprehension Skills in Grade Three Learners

Abstract

This study examined the relationship between oral reading fluency and the academic performance of Grade 3 learners in English. Using a descriptive-correlational research design, data were collected from 35 learners through a modified Early Grade Reading Assessment (EGRA) and a parent-completed demographic survey. Findings revealed that the majority of learners performed at varying levels across the oral reading fluency components, with phonemic awareness and letter sound knowledge showing the highest correlation to academic achievement. Statistical analysis indicated strong positive and significant relationships between each oral reading fluency sub-skill and learners’ English performance. The results underscore the importance of early intervention in foundational literacy skills to enhance reading comprehension and academic success. This study recommends strengthening school-based reading programs focusing on decoding, fluency, and comprehension strategies to support learners' academic development.