Chapter 2

Review of Related Literatures and Studies

I. Related Literature and Studies

The compilation of literature and study emphasize and express the impact

of parental involvement in reading, the relevance of parental participation to

student engagement,parenting style and reading achievement of students. These

factors that affect the development of reading ability of grade 3 students are

evaluated in various literature to better understand and support the evidence that

the research is directed into. The primary research is to fulfill the gaps within

various similar and researches to identify the influence of parental participation

into the reading achievement. thereby referencing them on the results of the

studies and methodologies founded in past similar researches.

A. Parental Involvement

Implementation of Expectations and standards

It has been recognized way before that parental involvement is a critical

factor in achieving academic success. Multiple studies shows that involvement of

parents on their children's education within school and at home is associated with

a good academic outcome, Including test score improvement, better grades and

better cognitive development. As an example, research by Hill and Tyson (2009)

and Patall, Cooper, and Robinson (2008) Highlights that active parental

involvement in child’s learning significantly contribute for their academic

achievement, Which may show in many form such as, homework involvement,

participation on reading, Academic expectations and standards, and School

activities engagements.

Various studies show that expectations of parents implying standards in

academics plays a role in molding students' performance that is aimed for

success. Conveying high expectations and setting high standards for their

children’s education both give them motivation for excellence and support on

achieving those expectations and [Link] literature also give light to the

significance of parental monitoring which includes monitoring homework and

regular schoolwork discussion, assuring that children stay inline

academically(Grolnick & Slowiaczek, 1994; Şengönül, 2022).

Role of parents in Children’s reading and education achievement.

According to Tus, 2022,Various Studies consider involvement of parents

as a major determinant of academic performance, Individual’s assessment of

parental responsibility and the trust for the ability of effective performance of

tasks are indications that contribute to parenting perceptions. As first educators

that explores the nature of reading, cooking, and monitoring activities together

associated as being a parent. When a child starts education formally, it is the

primary responsibility of parents to demonstrate the learning expounded in

school from what the child may learn at home and emphasize the joy and

significance of learning. Parents take on the role of their child's learning coach as

preschoolers grow into school-age children. Parents boost their children's time
management skills and encourage their willingness to adjust to new challenges

as they progress through school by offering advice and reminders. Similar to this,

in order to bring out the best in themselves and improve the parent-child bond,

children must heed their parents' counsel and implement what they have learned

at home and at school.

The study has come to the clear conclusion that parental participation and

the parent-child relationship are important areas for improvement that should be

acknowledged by parents, educators, and educational institutions. In the end,

pupils gain from increased parental participation, which can be accomplished by

disseminating parenting-related knowledge about topics including kids' growth,

discipline, nutrition, and health. Incorporating and integrating students' family

lives into classroom instruction should be a priority for schools. Improved

behavior, more school involvement, more learning time, and a better appreciation

of the value of education in later life are all benefits of this type of parental

involvement.

B. Reading Achievement and Literacy

Role of the children and their interest

In addition to parental involvement in reading achievement, it is also a big

consideration to have the factor of active role of children in having their own

interest in reading. Children who are interested in reading mediums such as

storybooks and engaged in learning how to read and spell are more likely to

engage in deeper understanding of their reading skill. Moreover, if resources are

available to use, children may have a greater interest in reading activities. Some

researchers argue that children’s reading interest may also influence parental

practices (e.g., Boerma et al., 2018; Pezoa et al., 2019). According to this view,

parents who perceive their children to be interested in reading will more likely

engage with them in reading activities and provide them with more access to

literacy resources.

The findings of earlier research on the connection between kids' reading

interest and proficiency have likewise been conflicting. Although some research

has demonstrated that literacy interest predicts emergent literacy skills, other

research has found no significant correlations (e.g., Roberts et al., 2005; Frijters

et al., 2000; Calgar-Ryeng et al., 2020). When previous reading abilities are

taken into account, longitudinal studies indicate that children's literacy interest

may not be a major predictor of future reading capabilities (Georgiou et al.,

2021).

Reading development and achievement

Recent studies have practiced beyond straightforward correlational

analyses to find evidence on the relation between reading achievement and

volume, giving other newer perspectives on the importance of reading

engagement. In almost a century, questions have been raised of reading volume

in educational settings, specifically in commercial reading programs has been up

for discussion. A child who reads a single book, would interact with about double

of materials than typical readers used in primary school, even with early criticism,
contemporary commercial reading programs give childrens few opportunities to

interact with large amounts of material during class time

Brenner and Hiebert (2010) examined core reading programs used in U.S.

schools, They pointed out that these systems don't offer enough text to help

pupils' reading development, especially in high-poverty communities.

Researchers discovered that core reading programs provided relatively little

actual reading time, even when all the suggested resources—decodable texts,

leveled texts, and anthologies—were included. For instance, even for ordinary

readers at the 50th percentile, core programs only provided only 7 minutes of

actual reading during a 90-minute class, while pupils reading at the 25th

percentile would only receive roughly 15 minutes of reading time every day.

These results highlight a serious flaw in the majority of commercial reading

programs currently in use: only 11% of the time allotted for reading is actually

spent reading, which is probably insufficient to foster high literacy levels.

C. Parenting Style

Parental participation

Academic outcomes are generally affected by parental participation which

is greatly connected to parental styles. According to the studies, at home

computer and parental involvement in activities outdoors helps children develop

greatly(Le et al., 2021). It is not unexpected that there has been a great deal of

interest in figuring out what factors affect the kind and frequency of parental

involvement in their children's activities, given the importance of parental

involvement in fostering academic achievement. Studies indicated that single-

parent homes and unstable employment are frequently linked to lower levels of

cognitive stimulation at home (Martin et al., 2022). Varying parental philosophies

Such findings should be based on further research to provide evidence of

how diverse parenting philosophies interact with early learning in children,

possibly through the mediating effect of parental self-efficacy. Earlier studies

have focused almost exclusively on issues that relate to structural or

socioeconomic factors and found that less-educated parents with low

socioeconomic status and potential financial problems are likely to be less

responsive to their children and to provide fewer opportunities for learning. The

aim of the Kong and Yasmin (2024) study focuses on understanding how

different parenting philosophies impact early childhood learning outcomes and

the mediation role of parental self-efficacy.

D. Student Engagement

In their study, Talenta, P. I. and Himawati, U. (2023) Analyzes the impact

of the environment on student engagement in reading tasks and activities. found

that literature circles, Which are small groups of students having a discussion

regarding a book they are already reading along, resulted in noticeable increase

in engagement levels. The collaboration approach nurtures both individuality and

reading engagement. As students become participative in the discussion about

the readings, these activities develop critical thinking skills and reading
comprehension. The study highlights that interactive reading experiences fosters

an environment where students create a connection to the material and those

who read together with them which creates more engagement for reading.

II. Conceptual/Theoretical Framework of the Study

Epstein’s framework emphasizes the multifaceted role of parental involvement

and can help contextualize your independent variable, showing how various

forms of engagement can influence student outcomes Dr. Joyce Epstein's

framework on parental involvement emphasizes the significance of cooperation

and collaboration amongst families, schools and communities to improve child’s

learning and reading achievement. Epstein categorizes parental involvement into

six key types: Parenting (Nurturing supportive home for learning),

Communicating (maintaining healthy communication within home and at learning

areal), Volunteering (parental engagement to educational and reading activities),

Learning at Home (Learning doesn’t end within school and starts at home),

Decision-Making (Be part of decision within education areas), and Collaborating

with the Community (leveraging community resources to support students

learning, reading and families). These types of involvement are interconnected

within Epstein’s theory of overlapping spheres of influence, which suggests that

stronger partnerships between home, school, and community lead to improved

student outcomes (Caño et al., 2016).

The Zone of Proximal Development (ZPD), developed by Lev Vygotsky, is

a useful framework for comprehending how parental participation affects kids'

reading proficiency. The ZPD, according to Vygotsky (1978), connects the gap
between what a youngster can do on their own and what they can achieve with

the help of knowledgeable people, such as parents or teachers. This indicates

that parents are crucial in giving kids the groundwork they need to take on

reading assignments that could be beyond their current skill level. In addition to

helping kids comprehend the content, parents who actively engage in reading

curriculum also provide an example for reading strategies and foster a love of

learning (Manz, 2014). Research indicates that increased student motivation and

better literacy results are associated with regular parental involvement, such as

talking about reading materials, helping with homework, or attending school

functions (Dresar & Lipovec, 2017). Children's reading abilities, confidence, and

academic success are all improved by this active participation. All things

considered, Vygotsky's ZPD emphasizes the value of social interaction—

especially the assistance parents give—in fostering kids' literacy development

and academic achievement.

III. Conceptual Framework

The conceptual model diagram will visually illustrate the interrelationship

between variables (I.e Independent and Dependent variables) as well as the

output of the study. The independent variable, named "Parental involvement"

which launches the research, includes the following elements, such as parental

involvement, parental participation, and parental support that highlights the

parental figure that contributes to the reading development that reaches reading

achievement.
Figure 1. Conceptual Framework of the study

The dependent variable named "Student Engagement” greatly define what

is needed to come up with parental involvement,Which involve increase in

interest in reading activities, participation on reading, and engagement with

reading development [Link] arrow connecting those two boxes means

that rWhen parents read with their children and provide resources, children are

more likely to participate actively in reading which supports the hypothesis.

Looking at the output component, named "Reading achievements," that is shown

visually as the product of the [Link] variable measures the outcomes of

students' reading abilities, which can be assessed through reading

comprehension scores. fluency levels, and overall literacy development.

This framework illustrates that parental support not only directly influences

reading achievement but also affects student engagement, which in turn impacts

reading outcomes. By focusing on these three variables, educators and

researchers can better understand the dynamics of parental involvement in

literacy development for grade 3 students.

IV. Hypotheses
 There is no significant influence of parental support on reading

achievement of grade 3 students in Sto. Niño Elementary School

V. Definition of terms

The following terminology is used to better comprehend the content of the

research. It is define as follows

Grade 3 Learners : Under this research, Grade 3 learners refers to the

students under the 3rd grade elementary level enrolled and currently studying in

Sto Niño Elementary School, Marikina City for the school year 2024–2025.

Parental Involvement : Refers to the active engagement of parents in

their children's education, which includes communication with teachers,

supporting learning at home, and participating in school activities. It is crucial for

enhancing students' academic success and overall development (Çalışkan &

Ulaş, 2022).

Parental Participation : Parental participation specifically focuses on the

ways parents engage in school-related activities, such as attending meetings,

volunteering, and collaborating with educators. This type of involvement

strengthens the partnership between families and schools, positively impacting

student learning outcomes (National Education Association, 2024).

Parenting Style : Parenting style refers to the emotional climate and

strategies that parents use in raising their children, which can significantly impact

children's behavior and academic performance. Common styles include

authoritative, authoritarian, permissive, and uninvolved, each influencing

children's engagement and achievement differently (Baumrind, 1991).

Reading Achievement : Reading achievement is the measure of a

student's proficiency in reading, typically assessed through standardized tests or

evaluations that gauge comprehension, fluency, and overall literacy skills. It

reflects the effectiveness of educational practices and parental support in

developing reading abilities (National Assessment of Educational Progress,

2022).

Reading Development : Reading development encompasses the

progression of skills that children acquire as they learn to read. This includes

phonemic awareness, decoding skills, vocabulary acquisition, and

comprehension strategies. Effective reading development is influenced by both

instructional practices and parental involvement (Snow et al., 1998).

Student Engagement : Student engagement refers to the level of

interest, motivation, and involvement that students exhibit towards their learning

activities. High levels of engagement are associated with better academic

outcomes and are fostered by supportive home environments and active parental

involvement in education (Fredricks et al., 2004).