Parental Involvement and Reading Readiness of Kindergarten Learners: Teachers’ Perspectives

Abstract

This research evaluated on the significant relationship between parental involvement and reading readiness of kindergarten learners at Lahug Elementary School located in Cebu City Division for School Year 2025-2026. A descriptive-correlational research design was used to examined if the degree of parent involvement in supporting early literacy instruction correlated to the learning readiness of learners. Twelve Kindergarten teachers assessed the reading readiness levels of 120 randomly selected Kindergarten pupils. This study utilized from a standardized, expert-validated survey which used a fifteen-item Likert scale to measure reading readiness and parental involvement. The data were analyzed applying frequency count, percentage, weighted mean, standard deviation, and Pearson Product Moment Correlation Coefficient methodology. Findings indicated the level of parental involvement was very high with respect to home and literacy strategies including supporting reading tasks, reading materials, and communicating with the teacher on a regular basis, while identified levels of involvement in literacy community and school-based activities were lower. Reading readiness levels were also very high; foundational skills such as letter-sound identification and print awareness were strong, but performance on the higher-level phonological skills such as blending and segmenting levels indicated advanced reading readiness attitudes. Statistical analysis revealed a strong, positive, significant relationship between parental involvement and kindergarten's reading readiness. The study concludes that parental involvement is essential in developing children's reading preparedness, and it makes recommendations to strengthen home-school collaboration, to provide parent literacy training, and to offer targeted interventions developing advanced phonological awareness skills.