This study examined the relationship between parental involvement and the reading comprehension performance of Grade 3 learners at Lawaan Elementary School. Using a descriptive correlational design and guided by the Input–Process–Output (IPO) framework, the research involved parents and their children through surveys and reading assessments. The Parental Involvement Questionnaire, adapted to the local context, measured the extent of parents’ roles in encouraging reading and modeling positive attitudes, while standardized tests assessed learners’ comprehension levels. Findings showed that parents were moderately involved in encouraging their children to read, particularly by allowing book choice, monitoring school performance, and providing reading materials. However, involvement in modeling positive attitudes, such as shared reading at home or organizing family reading activities, was rated lower. Demographic factors such as age, gender, educational attainment, income, and occupation significantly influenced parental involvement, while civil status and number of children showed no strong links. Despite these efforts, statistical tests revealed no significant direct relationship between parental involvement and reading comprehension performance. This suggests that while parental support is valuable, comprehension outcomes are also shaped by classroom instruction, student motivation, and access to resources. The study highlights the need for stronger home–school partnerships to enhance literacy development.
Pelonio et al. (Mon,) studied this question.