Parental Reading Time and Literacy Development Among Key Stage 2 Learners

The purpose of this study is to ascertain how parental reading time and literacy development among Key Stage 2 learners. Descriptive-correlational and causal-comparative research designs were employed with one hundred twelve Key Stage 2 learners of Juan B. Tabla Elementary School, South 1 District, Division of Iligan City, School Year 2025-2026. The study used an adapted questionnaire. Findings showed that the majority belong to the 31–35 age bracket. Meanwhile, the youngest group, aged 25–30, was accounted for as the lowest. Also, the data revealed that an overwhelming majority were female, while male got very minimal number. The findings also indicated that the majority of parents were high school graduates, while smaller proportions had reached only elementary level and elementary graduates, or had completed high school level without finishing. The data also indicated that nearly half of the parents were unemployed, while almost one-third were self-employed; very few were employed in private companies and work in public organizations. The consolidated results revealed that parents generally agreed on their involvement in their children’s reading activities in terms of frequency, duration, and type of practices. Furthermore, the regression results showed that the socio-demographic profile of parents and the extent of parental reading time together accounted for about one-third of the variance in reading comprehension among Key Stage 2 learners. In line with these findings, an action plan was designed as an output that sought to enhance literacy development.