Abstract
This study was conducted to find the relationship between parental involvement and study habits regarding the reading readiness of Grade 1 pupils of the Can-ayan Integrated School Division of Malaybalay City. The findings of this study reveal a significant relationship between parental involvement, learners’ study habits, and reading readiness among Grade 1 learners. Most respondents were female, aged between 31 and 40 years, with a monthly income ranging from 5,001.00 to 10,000.00. Results indicated high levels of parental involvement across various components, including academic, motivational, social-emotional, technological, and economic support. Additionally, learners demonstrated strong study habits in exam preparation, homework completion, home reading activities, time management, motivation, and attitude toward learning. Correlation analysis further confirmed a strong positive and significant relationship between these variables and learners’ reading readiness, as measured by the Comprehensive Rapid Literacy Assessment (CRLA). These findings emphasize the vital role of both parental engagement and effective study habits in supporting young learners’ early literacy development. The study highlights the value of these factors in fostering reading readiness among Grade 1 learners. Based on the findings, the following recommendations are suggested: The Learners may establish specific academic goals, use good time management, and maintain regular routines like test preparation, homework completion, and home reading activities that can help them retain their good attitudes and drive for learning. Teachers should encourage open communication between parents and schools to enhance their children's literacy skills. Schools should continue implementing reading intervention programs and develop tailored instructional strategies for struggling readers. Future Researchers should explore the long-term impact of different parental involvement strategies on learners' academic performance, particularly reading readiness. They should focus on how socioeconomic status influences parental support and student outcomes. Curriculum planners should provide resources that include parental participation in children's learning experiences. Future researchers should also investigate how various kinds of parental participation affect students from multiple socioeconomic backgrounds over time.
