Abstract
This study entitled Parental Involvement of Grade One Pupils in Far Flung Areas in Relation to Reading Performance: Basis for Intervention aimed to determine the relationship between the level of involvement of parents in the aspects of parenting, communicating, learning at home, and decision-making, and the reading performance of their children in terms as to being grade ready, light refresher, moderate refresher, or full refresher. Seventy-three parent-respondents answered a survey questionnaire on parental involvement, while the reading performance of grade one pupils was measured using CRLA. Findings revealed that parental involvement in parenting, communicating, learning at home, and decision-making was very high. Most of respondents’ reading performance was light refresher. Significant difference was found in the parental involvement to the pupils, wherein communicating and parenting ranked the highest, indicating their importance in influencing a child's academic success. Effective communication and creating a conducive learning environment at home also played significant roles in shaping a child's reading journey. There was no significant relationship between the level of parental involvement and reading performance of the pupils, highlighting the absence of the influence of parental involvement to reading proficiency.
