Level of Parental Involvement Programs and the Reading Fluency of Key Stage 1 Learners as Perceived by Teachers

This study examined the relationship between parental involvement programs and the reading fluency of Key Stage 1 learners as perceived by teachers in public elementary schools in Talakag District III, Division of Bukidnon. Grounded in Epstein’s School–Family–Community Partnership Theory and Rasinski’s reading fluency construct, the study assumed that structured parental engagement contributes to the development of learners’ accuracy, reading rate, and prosody. A descriptive–correlational research design was employed to determine the level of parental involvement in programs and the level of reading fluency, as well as to test the relationship between the two variables. The respondents consisted of 105 public elementary school teachers handling Kindergarten to Grade 3 classes who were purposively selected due to their direct involvement in early reading instruction and parent–school literacy programs. Data were gathered using an adapted questionnaire covering six dimensions of parental involvement programs—parenting support, communication, learning-at-home, volunteering, decision-making participation, and community collaboration—and three components of reading fluency: accuracy, rate, and prosody. Descriptive statistics such as mean and standard deviation were used to describe the levels of the variables, while Pearson product–moment correlation determined the relationship between them. The findings provided empirical evidence on how structured parental involvement initiatives relate to learners’ oral reading fluency and offered insights for strengthening school-based literacy programs and home–school partnerships in early grade education.