Parental Involvement in the Reading Performance Among First Grade Learners: A Narrative Study

Authors

Freslie Joy G. Caga-anan, Catherine G. Malon

Abstract

This narrative inquiry explored parental involvement in the reading performance of first-grade learners in Sinacaban District, Misamis Occidental, during School Year 2025–2026. Parents, primary guardians, and Grade 1 teachers participated in narrative interviews and focus group discussions concerning home-school reading support. Data were analyzed through thematic narrative analysis and Braun and Clarke’s thematic procedure. Findings showed that collaboration was characterized by structured homeschool reading programs, parent capacity building, consistent communication and feedback, teacher-led intervention, and active parental involvement. Barriers included time and socio-economic constraints, parental literacy and instructional limitations, learner-related behavioral challenges, resource and environmental constraints, and contextual barriers. Active involvement was associated in participants’ narratives with improved reading competence, positive learner attitudes, stronger home-school partnerships, consistent home-based support, and expanded collaborative opportunities. The study highlights the importance of instructional alignment, parent-friendly literacy training, contextualized resources, relational trust, and community support in sustaining beginning reading instruction.

Keywords

home-school reading instructions, Marungko Approach, narrative inquiry, parental involvement, reading performance