ABSTRACT
Reading comprehension remains a foundational skill for academic success, yet many elementary pupils in the Philippines continue to struggle in this area. International assessments such as PISA (Programme for International Student Assessment) and SEA-PLM (Southeast Asia Primary Learning Metrics) have revealed persistent gaps in Filipino learners’ reading performance. Research across various contexts suggests that parental involvement plays a pivotal role in supporting children’s reading comprehension and overall literacy development. This study presents a comprehensive review of literature from 2015 to 2024, synthesizing empirical and conceptual works that examine how parental participation through shared reading, homework support, positive literacy environments, and school engagement enhances children’s reading comprehension. Drawing upon both global and Philippine-based studies, including Ablasa (2024), this review identifies key dimensions of parental involvement, mechanisms of influence, and implications for educational practice. The findings shows that when parents actively participate in their children’s literacy journey, pupils demonstrate improved comprehension, motivation, and self-efficacy. This review highlights the importance of strengthening home-school partnerships to promote reading comprehension and suggests pathways for culturally responsive practices in elementary education.
Keywords: parental involvement, reading comprehension, elementary pupils, literacy, home-school partnership, Philippines
INTRODUCTION
Reading comprehension is not only a subject to be mastered in elementary school but a gateway skill that underpins success across all academic disciplines. UNESCO (2016) has emphasized that literacy is a basic human right and the foundation for lifelong learning. In the Philippine context, DepEd’s Every Child a Reader Program (ECARP) reinforces this principle by aiming to ensure that every learner can read with comprehension by the end of Grade 3. However, results from the 2018 and 2022 PISA revealed that Filipino learners continue to perform below international benchmarks, particularly in reading (OECD, 2019; OECD, 2023). These outcomes necessitate a closer look at factors beyond classroom instruction, including the role of families and communities in fostering literacy.
The educational setting in the Philippines presents unique challenges in literacy acquisition. Limited access to resources, overcrowded classrooms, and socioeconomic constraints often limit the time and attention teachers can devote to individual learners (Llaneta, 2020). Furthermore, with the COVID-19 pandemic intensifying reliance on home-based learning, the critical role of parents as co-educators has been spotlighted. Ablasa (2024), in his qualitative investigation of parental involvement in rural schools, noted that parents’ consistent guidance in reading activities and monitoring homework had a measurable effect on pupils’ comprehension levels. This reinforces the notion that parental engagement is not merely supplementary but essential in bridging learning gaps.
Parental involvement has been defined broadly to include various forms of participation in a child’s education, ranging from home-based support to school-based engagement (Epstein, 2018). Hoover-Dempsey and Sandler’s (1997) model, still relevant in contemporary studies, suggests that parents’ involvement operates through mechanisms such as modeling, reinforcement, and direct instruction. Recent research affirms that pupils whose parents read with them, provide access to books, and establish routines for literacy practice show stronger comprehension outcomes (Kim & Quinn, 2018; Castro et al., 2021).
Global literature consistently confirms the positive effects of parental involvement on reading comprehension. For instance, Jeynes (2016) conducted a meta-analysis of 52 studies and found that parental involvement was associated with improved academic achievement, with reading showing particularly strong effects. Similarly, a longitudinal study in the U.S. by Davis-Kean and Jager (2017) revealed that sustained parental involvement in early grades predicted higher reading comprehension outcomes by Grade 5. In Asia, Wang and Sheikh (2020) highlighted that parental reading engagement in China significantly predicted vocabulary development and comprehension skills, showing the universality of these findings.
While teachers remain central to literacy instruction, the persistent challenges in reading comprehension among Filipino elementary pupils necessitate multi-stakeholder approaches. This literature-based study is significant because it consolidates evidence showing that parental involvement is a critical driver of reading success. By reviewing research published between 2015 and 2024, this paper aims to provide educators, policymakers, and parents with a nuanced understanding of how parental engagement supports children’s reading comprehension and what strategies may be applied in the Philippine setting.
METHODOLOGY
This paper employs a systematic literature review approach. Scholarly articles, reports, and policy documents published between 2015 and 2024 were retrieved from databases such as Google Scholar, ERIC, ResearchGate, and Scopus using keywords including “parental involvement,” “reading comprehension,” “elementary pupils,” “literacy,” and “Philippines.” The inclusion criteria limited sources to peer-reviewed articles, official reports, and credible institutional publications focusing on parental involvement in elementary education. Studies that addressed secondary education or general parental support unrelated to literacy were excluded.
A total of 18 relevant studies were analyzed, with emphasis on thematic patterns, contextual findings, and implications for practice. The process followed the PRISMA framework (Moher et al., 2015) to ensure rigor and transparency. This review does not present original empirical data but synthesizes and interprets existing research to contribute to the scholarly conversation on parental involvement and reading comprehension.
DISCUSSION
The literature review revealed three major themes regarding the role of parental involvement in enhancing reading comprehension:
Home Literacy Environment and Reading Practices
The home literacy environment (HLE) significantly influences children’s reading comprehension. Parents who provide access to books, encourage daily reading routines, and engage in interactive reading activities foster children’s vocabulary development and comprehension skills (Neuman & Moland, 2019). Reading aloud, shared book discussions, and storytelling are practices consistently linked to improved comprehension outcomes.
In the Philippines, where many households may have limited access to books, parents’ oral storytelling traditions and the use of locally available texts play an important role. Ablasa (2024) observed that even in rural communities with scarce resources, parents’ consistent effort in guiding their children’s reading through storytelling and repetition strengthened comprehension skills.
Similar findings were reported by Castro et al. (2021) in Spain, where parental reading involvement correlated with better comprehension scores in elementary students. Likewise, Kim and Quinn (2018) highlighted that interactive reading interventions led by parents significantly improved comprehension levels in at-risk learners in the United States.
The implication is that fostering strong HLEs, even in resource-constrained settings, can mitigate literacy challenges. Programs that encourage parents to establish daily reading habits, even with limited materials, are vital.
Parental Attitudes, Expectations, and Motivation
Parents’ beliefs about education and their expectations for their children’s academic success shape pupils’ motivation and persistence in reading tasks (Boonk et al., 2018). Parents who express high expectations and value literacy tend to foster positive attitudes toward reading in their children.
In the Philippine setting, many parents equate reading proficiency with future academic and economic success. Ablasa (2024) noted that parents in his study consistently emphasized the importance of reading as a “pathway to better opportunities,” motivating children to engage in reading tasks with greater seriousness.
International evidence supports this observation. Fan and Chen (2020) in a study of Asian immigrant families in the U.S. found that parental expectations strongly predicted children’s literacy outcomes. Similarly, Jeynes (2016) emphasized in his meta-analysis that parental expectations had one of the strongest effect sizes in relation to academic achievement.
This underscores the need for schools to involve parents not only in instructional support but also in cultivating positive attitudes toward literacy. Workshops and parent education programs can help sustain high but realistic expectations, thereby reinforcing children’s motivation.
School-Home Partnerships and Collaborative Engagement
Effective school-home partnerships amplify the impact of parental involvement. Epstein’s (2018) framework emphasizes six types of involvement: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Schools that actively reach out to parents and provide structured opportunities for engagement report stronger literacy outcomes among their pupils.
In the Philippines, initiatives such as Brigada Pagbasa—an offshoot of Brigada Eskwela—have mobilized parents and community volunteers to support children’s reading. Ablasa (2024) highlighted how school-driven reading programs became successful when parents were trained as facilitators of reading sessions at home.
Al-Matalka (2019) in Jordan reported similar findings, noting that collaborative parental involvement programs improved reading comprehension rates in public schools. Likewise, Gonzalez-DeHass et al. (2021) stressed that schools with structured parental engagement programs consistently observed gains in reading performance.
Schools should therefore design intentional, culturally responsive, and inclusive parent engagement programs. Such collaborations can extend learning beyond classrooms and reinforce literacy practices in the home.
CONCLUSION
This review highlights that parental involvement is indispensable in enhancing the reading comprehension of elementary pupils. Across diverse cultural and economic contexts, the evidence consistently demonstrates that pupils benefit when parents create supportive home literacy environments, hold positive attitudes toward literacy, and actively collaborate with schools. In the Philippines, where challenges in reading performance persist, parents’ role becomes even more crucial. The study by Ablasa (2024) provides compelling local evidence that parental guidance and engagement directly contribute to stronger reading comprehension outcomes, particularly in resource-constrained settings.
This implies that improving children’s reading comprehension requires shared responsibility. Teachers provide instruction, but parents cultivate habits, values, and reinforcement at home. Strengthening home-school partnerships and investing in parent education programs are therefore key strategies for addressing literacy gaps. Ultimately, when parents are empowered as co-educators, children are more likely to develop the comprehension skills that will serve as the foundation for lifelong learning.
REFERENCES
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Al-Matalka, F. (2019). The influence of parental involvement on reading achievement in Jordanian elementary schools. International Journal of Education, 11(2), 23–36.
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DOI 10.5281/zenodo.17270859
