Understanding the Link between Parents’ Beliefs and Children’s Reading Performance

Abstract

This study examined the relationship between parental self-beliefs and the reading skills of Grade 1 learners at Mandaue City Central School for the school year 2024–2025. Using a descriptive correlational design guided by the Input–Process–Output model, data were collected from 120 parent–child pairs. Parents assessed their beliefs across seven domains teaching efficacy, positive affect, verbal participation, reading instruction, knowledge base, resources, and environmental input while learners’ reading skills were measured through the Comprehensive Rapid Literacy Assessment (CRLA). Results showed that parents generally held high to very high beliefs in most domains, particularly in teaching efficacy, positive affect, verbal participation, reading instruction, and knowledge base, while environmental input was rated moderate and resources low. Most learners were transitioning readers (73.33%), with only 26.67% reading at grade level. Statistical analysis revealed no significant relationship between parental self-beliefs and learners’ reading skills (p = 0.518), suggesting that strong parental beliefs alone do not necessarily lead to higher reading proficiency. The findings highlight the importance of complementing positive parental attitudes with consistent, targeted literacy practices at home and quality instruction in school to improve early reading outcomes.