Abstract
This study examined the relationship between the level of parental involvement and the reading habits and literacy skills of Grade 3 learners in District II of Kadingilan, Bukidnon, for the School Year 2024–2025. Recognizing the pivotal role of parents in the academic development of children, particularly in reading and literacy, the study aimed to determine the extent of parental involvement in terms of parenting, communicating, volunteering, learning at home, and decision-making, and to analyze its impact on learners' reading behaviors and literacy proficiency. A descriptive-correlational research design was utilized, involving 120 parent-learner pairs selected through simple random sampling. Data were collected using validated survey questionnaires, including adapted and researcher-made instruments. Statistical tools, including the mean, standard deviation, and Pearson Product-Moment Correlation Coefficient, were employed for data analysis. The results revealed that parental involvement was generally rated as "Highly Involved" across all dimensions, with the highest engagement noted in supporting school activities and learning at home. Correspondingly, learners demonstrated "Very Good" levels of reading habits and literacy skills. A significant positive relationship was found between the overall level of parental involvement and the literacy outcomes of learners, particularly in reading comprehension, vocabulary, and fluency. Among the dimensions, learning at home and parenting practices had the most substantial influence. The findings confirm that consistent and meaningful parental engagement has a significant and positive impact on children's reading habits and literacy competencies. The study emphasizes the importance of promoting collaborative efforts between schools and families to support literacy development, particularly in rural areas. Policy recommendations include the creation of programs that foster home-based reading activities and capacity-building initiatives for parents to support their children's learning journeys effectively.
