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Parent-Teacher Collaboration Towards Enhanced Reading Comprehension of Learners

Princess S. Cruz, Melanie F. Dionisio, Marilyn DL. Polintan, Roselle D. Urbano


In this study, twenty randomly chosen Grade 2 pupils enrolled in San Pedro Elementary School for the academic year 2021-2022, along with their parents, participated in an eight-week action research project. Those pupils who were chosen fell on the frustration level wherein the result of Early Grade Reading Assessment (EGRA) - Pretest results for those who were chosen served as the basis for intervention. It was done to help pupils improve their reading comprehension skills through parent-teacher collaboration, as well as to teach parents and teachers that collaboration is a vital part that deserves enough attention. The researchers employed a descriptive-correlational research method to see if collaboration between parents and teachers might help pupils improve their reading comprehension skills. The collected data was statistically examined using t-test for correlated samples. In light of the study's objectives, the following findings are provided and discussed: (1) It was found that the students' reading comprehension performance has improved based on the results of the pretest and posttest. Furthermore, (2) the results revealed a significant difference on the reading comprehension of the learners between before and after exposure to parent-teacher collaboration. Lastly, (3) it is recommended that parent-teacher collaboration be prioritized in Continuous Improvement Programs that concentrate on reading comprehension skills in the primary grades.


Early Grade Reading Assessment (EGRA), Reading Comprehension, Parent-Teacher Collaboration, Proficient Reader

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