Exploring the Relationship and Predictive Power of Parental Involvement on the Reading Performance of Kindergarten Pupils of Waso Elementary School

This study examined the relationship and predictive effect of parental involvement on the reading performance of Kindergarten pupils at Waso Elementary School. A total of fifteen (15) parent–pupil pairs participated in the study. Parental involvement was measured using a 5-point Likert scale questionnaire assessing home reading support, communication with teachers, and participation in school activities. The reading performance of the pupils was evaluated through the Early Grade Reading Assessment, with a focus on key early literacy skills, particularly letter recognition and phonemic awareness. This assessment provided insights into the pupils’ ability to identify letters and manipulate sounds, which are foundational skills for developing proficient reading abilities.
Descriptive analysis revealed that parents demonstrated a high level of involvement, while most pupils performed at the Instructional level, with some at Independent or Emergent levels. Pearson correlation indicated a significant positive relationship between parental involvement and reading performance (r = 0.66, p < .01). Regression analysis showed that parental involvement significantly predicted reading performance (R² = 0.44, p < .05), highlighting the important role of active parental engagement in fostering early literacy development. However, the findings of this study should be interpreted with caution due to certain limitations. The small sample size and focus on a single school may limit the generalizability of the results. Additionally, the use of self-reported parental data may introduce response bias, as parents may overestimate their level of involvement. The adapted questionnaire, while reviewed for content validity, may still require further reliability testing to ensure measurement precision. Despite these limitations, the study provides valuable insights into the role of parental involvement in early literacy development

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