The Influence of Parental Involvement on Reading Comprehension in Grade Three Learners

Abstract

This study investigated the impact of parental involvement on the reading comprehension and academic performance of Grade Three learners at Suba Masulog Elementary School. The objectives were to assess the relationship between oral reading fluency components letter sound knowledge, phonemic awareness, familiar word reading, invented word reading, oral passage reading, reading comprehension, and listening comprehension and academic performance in English. A descriptive correlational research design was employed. Data were collected from 35 Grade Three learners using a non-probability convenience sampling technique. The Early Grade Reading Assessment (EGRA) and academic records served as instruments, with Pearson correlation and descriptive statistics used for analysis.  Result showed that significant positive correlations were found between several components of oral reading fluency and academic performance, while moderate negative correlations were observed for reading and listening comprehension. The study concluded that foundational reading skills were crucial for academic success. An Oral Reading Skills Enhancement Plan was developed, recommending balanced reading instruction integrating comprehension strategies and foundational skills to support learners' academic growth.