Abstract
Reading is a foundational skill that shapes learners' academic success, and parents play a crucial role in fostering early literacy. This study investigated parental perceptions and their contributions to learners' reading proficiency to propose a Reading Enhancement Plan. Grounded in Bronfenbrenner's Ecological Systems Theory, Vygotsky's Sociocultural Theory, and Bandura's Theory of Self-Efficacy, the study employed a descriptive–correlational design involving 110 Grade 1 learners and their parents at Mandaue City Central School during the school year 2024–2025. Data were gathered through a researcher-made parental perception questionnaire and teacher-administered reading assessments. Results revealed that parents generally held positive beliefs about their role in literacy development. In particular, verbal participation (WM = 4.57) and knowledge base (WM = 4.33) were rated very high, while teaching efficacy and reading instruction were rated high. However, resources (WM = 2.08) emerged as the weakest area, reflecting constraints in time, materials, and home reading environments. Moreover, despite these positive perceptions, 78.18% of learners were identified as transitioning readers, and statistical analysis revealed no significant relationship between parental perceptions and reading proficiency (p = 0.518). These findings suggest that positive beliefs, although essential, are insufficient unless transformed into consistent literacy practices supported by adequate resources. Therefore, a Reading Enhancement Plan entitled "Home + School = Reader Success" was developed. This plan seeks to bridge the gap between beliefs and outcomes by strengthening home–school collaboration, empowering parents through training, and equipping learners with structured interventions. Ultimately, the study highlights that sustainable improvements in reading proficiency require both parental commitment and practical strategies aligned with school-based literacy initiatives.
