Abstract
A phenomenological qualitative inquiry was utilized in this study to examine the lived realities of the participants intensively by uncovering more profound insights into students' experiences in modular distance learning amid pandemic through semi-structured interviews. Thirty (30) parents served as the respondents who were chosen purposively by the researchers from those parents of the clienteles of Project BR-B4.Based on the responses of the parent-respondents on their perceived roles, there were three identified themes which included Responsibilities, Academic Aid Provider, and Collaboration with Teachers. Meanwhile, as regards to the limitations that the parents experienced as reading-parents, the themes were insufficient knowledge and skills, unfamiliarity, and time. Furthermore, they recommended that the school provide capacity building to them on effective conduct of reading remediation sessions and on the proper process of the program.
