Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.

Includes bibliographical references and appendices.

Abstract

This study aimed to determine the extent of parental involvement in the development
of the reading proficiency of Grade 7 students. It used descriptive-correlational design
and employed the systematic sampling in identifying the 280 Grade 7 parents from
the 11 secondary public schools of Sibulan 1 and 2 Districts in the Division of Negros
Oriental. The researcher considered the Philippine Informal Reading Inventory (Phil
IRI) Assessment Tool and the validated questionnaire. Percent, weighted mean, mean,
and Multiple Regression Analysis were the statistical tools. The study revealed that
the extent of parental involvement in terms of parenting is “high” and “somewhat
high” in terms of communicating, volunteering, learning at home, and decision
making. It was also identified that the word reading score of the students is in the
“instructional” level while their comprehension score is in the “frustration” level.
Furthermore, it was pointed out that parenting is the only significant predictor of the
students’ word reading score and comprehension score. Moreover, the sex, age and
school location of the students significantly predict their word reading score in favor
of those who are female, younger, and located in urban areas. The same trend is
apparent for comprehension score except for age that showed no significant
relationship.

Keywords: Parental Involvement, Philippine Informal Reading Inventory Assessment
Tool, Reading Comprehension Score, Reading Proficiency, Word Reading
Score