Reading is the gateway to all other knowledge. This study aimed to determine the level of parental involvement, and pupils reading strategies, and reading performance this School Year 2022-2023 and to find the significant relationship of parental involvement, reading strategies and reading performance based on the Phil-IRI result. This study was conducted among the small schools of Libona District II, Division of Bukidnon. This study employed descriptive correlational design on which one hundred twenty (120) Grade 6 pupils and their parents as the respondents using purposive =of this study were one hundred twenty (120) Grade 6 pupils and their parents. Correlational design was used in the study. Mean, standard deviation, frequency, percentage and Pearson Coefficient of Correlation were the statistical treatment employed in interpreting the data. The result of the study revealed Parental Support construct under parental involvement got the highest mean rating. On the other hand, Reading Activities got the lowest mean rating. Conclusion were drawn that Parental Support, Problem-solving and Support strategies are statistically associated with the reading performance of the pupils. However, parental involvement in terms of Reading Activities and Reading Instruction, and Global Reading Strategy are not significantly related to pupils reading performance. Therefore, Parents may enroll their child in any training centers be engaged and motivated as they learn and discover meaningful learning experiences.

Reading Performance

Parental Engagement