Abstract
Parental involvement plays a key role in developing young learners’ reading comprehension. When parents engage in activities such as reading aloud, providing learning materials, and guiding homework, children are more likely to expand their vocabulary, strengthen reading skills, and develop positive attitudes toward reading. Anchored in United Nations Sustainable Development Goal 4 (Quality Education), this study examined the relationship between parental involvement and primary learners’ reading comprehension. A descriptive-correlational research design was used. Data on parental involvement were collected from 74 parents using a researcher-made questionnaire, while learners’ reading comprehension was assessed through the Department of Education Comprehensive Rapid Literacy Assessment (CRLA). Findings revealed that most parents were older, had higher educational attainment and income, and had fewer children. Overall, parental involvement was high, particularly in motivation, supervision, and modeling positive behaviors, indicating strong support for literacy development. However, interactive reading practices and community-based involvement were less emphasized. Parental involvement tended to be higher among older, more educated, and higher-income parents. Families with more children demonstrated richer literacy routines, while smaller families showed more focused attention. Despite these variations, parental involvement remained generally consistent across groups. The study found no significant relationship between parental involvement and learners’ reading comprehension. Although a very weak positive correlation was observed, it was not statistically meaningful. This suggests that while parental involvement supports children’s learning, it may not directly determine reading comprehension outcomes, underscoring the need to consider other influencing factors to achieve quality education.
Keywords: Parental involvement, reading comprehension, primary learners, literacy development, CRLA, socio-economic factors, SDG 4