Parenting Style Attributes and the Reading Capability Among Grade 6 Pupils

The study sought to find out the influence of parental styles in terms of parental guidance, learning at home, and parental decision-making on pupils’ reading levels. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency, and percentages to determine the extent of parental styles and the pupils’ reading levels, respectively. Pearson's r was utilized to ascertain the significant relationship between the pupils’ reading levels and parenting styles in terms of parental guidance, learning at home, and decision-making. Findings revealed that parents always provide parental guidance to pupils in intensifying their reading performance, while they sometimes provide reading learning activities at home, but seldom attend and participate in meetings, school activities, and programs. It was also found that the majority of the pupils were independent and instructional readers. Further, it was found that parental guidance, learning at home, and decision-making significantly influenced pupils’ reading performance. As a summary, it was recommended that school principals should stimulate teachers and parents to collaborate in designing instructional and reading materials that inspire pupils to read. Reading teachers to provide appropriate reading exposure activities to inspire pupils to read, and parents to utilize unswerving strategies and approaches in teaching reading at home.