2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Baguinon, Zosie Lyn Grace G.*
Divine Word College of San Jose, Philippines (zosielyngrace.baguinon001@deped.gov.ph)
Gante Jr., Luis I.
Divine Word College of San Jose, Philippines (luisgantejr@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study examined the relationship between parental influence on home-based reading activities and the reading performance of early learners in Monte Claro, San Jose, Occidental Mindoro. Data were gathered through a survey questionnaire distributed to 152 randomly selected parents of early learners in Monte Claro. The findings revealed that parents play a significant role in developing their children’s reading skills through various home-based activities such as reading bedtime stories, providing age-appropriate reading materials, creating a conducive reading environment at home, and engaging in interactive reading sessions. The study showed that most parents demonstrated moderate to high involvement in supporting their children’s reading activities at home, despite challenges such as limited time due to work responsibilities, limited knowledge of effective reading strategies, and insufficient access to diverse reading materials. Results indicated that early learners whose parents actively participated in home-based reading activities exhibited higher reading performance compared to those with minimal parental involvement. The findings also revealed that parental attitudes toward reading, frequency of reading sessions at home, and availability of reading resources significantly influenced children’s reading abilities and interest in reading. The study concluded that strong parental influence and consistent engagement in home-based reading activities positively contribute to improved reading performance among early learners in Monte Claro. Therefore, it is recommended that schools conduct parent orientation programs focused on effective home reading strategies, establish reading material lending systems to address resource limitations, and create parent-teacher partnerships to strengthen support for the development of children’s reading skills both at home and in school.
Keywords: parental influence, home-based reading activities, reading performance, early literacy, parental involvement literacy
DOI: https://doi.org/10.5861/ijrse.2026.26704
Cite this article:
Baguinon, Z. L. G. G., Gante Jr., L. I., & Galay-Limos, J. A. (2026). Parental influence on early learners’ home-based reading activities and reading performance in Monte Claro, San Jose, Occidental Mindoro. International Journal of Research Studies in Education, 15(10), 47-59. https://doi.org/10.5861/ijrse.2026.26704
* Corresponding Author