• Hijiara Bagolong Macalawi
• Ninfa C. Osias

Learning to read can be a complex process and those who cannot read or have poor reading performance will experience significant difficulties mastering many types of academic content and may have the risk of failing in school. This study investigates the predictors of the reading achievement of Grade II learners in Sero Central Elementary School, Division of Cotabato City during the school year 2023-2024. Specifically, it determined the level of parental involvement in terms of school-based involvement, home-based involvement, and home-school conferencing, the recreational and academic reading attitude, and the correlation of these variables towards reading achievement. Descriptive-correlational research design was used in this study. Data were gathered using an adapted questionnaire from Williams (2010) and McKenna and Kear (1990). In addition, the Comprehensive Rapid Literacy Assessment (CRLA) tool of DepEd was used to determine the pupils’ reading achievement. The respondents were the two hundred fifty (250) pupils and two hundred fifty (250) parents in the school where the study was conducted. Mean, standard deviation, frequency and percentage distribution were used in describing the variables. Pearson Product Moment Correlation Coefficient (r) was used to answer the test of significant relationship between the variables of the study. Findings revealed that parents have a high level of involvement in their children’s reading development. The learners have a highly positive level of attitude towards reading, where the majority are Grade Ready. There was a significant relationship between the parents’ involvement and children’s reading achievement based on the CRLA results. However, there is no significant relationship between the learners’ attitude towards reading and their reading achievement. Though the learners have a highly positive attitude towards reading, it was not found to have any bearing to the learners’ reading achievement. It is then recommended that the school should create a sustainable parents’ involvement program that must aim to orient and guide the parents of the importance and ways on how to support their children’s reading development.

Parent Involvement, Reading Attitude, Reading Achievement

"Parent Involvement, Learners' Attitude Towards Reading and Their Reading Achievement", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 8, page no.f250-f266, August-2024, Available :http://www.jetir.org/papers/JETIR2408636.pdf

"Parent Involvement, Learners' Attitude Towards Reading and Their Reading Achievement", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 8, page no. ppf250-f266, August-2024, Available at : http://www.jetir.org/papers/JETIR2408636.pdf