Abstract
The study used a descriptive-correlational method to describe the impact of parental support on the level of reading comprehension skills among Grade 5 learners in selected East II District Public Elementary Schools. An adopted questionnaire was used by the researcher. A high degree of parental participation was demonstrated by the support provided in balancing obligations. This showed that most parents take their responsibilities to help their children succeed academically seriously. Given that the majority of parents originate from households with four to six siblings. In order to demonstrate the parents' principal source of income, the survey also included a breakdown of their employment. The findings also demonstrated the connection between reading comprehension abilities and other aspects of parental support. The study found that there were differing degrees of correlation between the students' reading skills and these demographic characteristics. There was no discernible correlation between monthly income and reading comprehension, indicating that, in this case, income did not significantly influence pupils' reading proficiency. The findings of an ordinal regression study that looked at the relationship between a number of covariates and students' reading comprehension abilities, such as sociodemographic characteristics and parental support were all non-significant predictors. Overall, the results showed that sex and learner motivation were significant predictors of reading comprehension. These findings demonstrated how important parental motivation is for promoting academic achievement. An intervention program was devised to improve students' reading comprehension abilities by addressing the main issues found in the research.
