Abstract
This study examined the extent of parental reading engagement and its relationship with pupils’ reading performance in word recognition and comprehension in Pudtol District. Specifically, it assessed parental engagement in terms of parenting practices and home learning activities, determined pupils’ reading proficiency based on post-test results in word recognition and comprehension, and established the association between parental engagement and reading performance. Using a descriptive-correlational research design, the study involved parents and primary pupils from selected public elementary schools in Pudtol District. Data were gathered through a researcher-made questionnaire with established reliability (Cronbach’s α = 0.967 for Parenting and 0.964 for Home Learning) and the Comprehensive Rapid Literacy Assessment (CRLA) to measure pupils’ reading proficiency. Descriptive statistics and Pearson’s correlation coefficient were employed in data analysis. Findings revealed that parents were highly engaged in parenting practices (M = 3.32) and moderately engaged in home learning activities (M = 3.12). Pupils demonstrated strong reading performance, with 98.25% achieving grade-level proficiency in word recognition (M = 19.61) and 59.65% attaining grade-level proficiency in reading comprehension (M = 4.70). Correlation analysis showed significant positive relationships between parental engagement and pupils’ reading outcomes. Parenting was significantly associated with word recognition (r = .422, p < .05) and comprehension (r = .738, p < .05), while home learning demonstrated significant relationships with word recognition (r = .693, p < .05) and comprehension (r = .627, p < .01). These findings indicate that pupils whose parents actively support literacy-related activities tend to demonstrate higher levels of reading proficiency. The study concludes that parental engagement is a significant contributor to children’s reading development, particularly in enhancing word recognition and comprehension skills. Strengthening home-based literacy practices, promoting regular parent–teacher collaboration, and institutionalizing family-centered reading programs are recommended to further improve learners’ reading achievement and foster lifelong literacy habits.
