“A reader lives a thousand lives before he dies. The man who never reads lives only one.” George R.R. Martin
Reading, since time immemorial, has been a great source of knowledge. At all times and in all ages, the ability to read is highly valued and is seen to be very important for social and economic development. It is an undeniable fact that in the modern world today, reading skills are essential to succeed in society. Studies show that a wide reader tends to be a better conversationalist than those who do not read, thus, they tend to go easily with others. A good reader can easily communicate his/her thoughts, thus, it is easy to interact with others in a far better way. That is why the educational system never stops its quest in finding ways to promote reading literacy among learners.
Moreover, several educational studies have found significant relationships between reading and academic performance. This means that a student who is a good reader is more likely to perform well in school than a student who is a weak reader. Academic performance is one of the major measures as to how good the curriculum of every educational institution is constructed and implemented. Though the Department of Education (DepEd) is doing its best to meet the academic standards, there are still struggles in achieving high academic performance in some academic areas like in English, where reading literacy is of prime concern.
Even if the importance of reading has been emphasized, the Philippine Informal Reading Inventory (Phil IRI) Oral Reading result in 2010 shows a decreasing efficiency in reading skills especially in the primary grades. This claim was supported by an alarming level, the numbers posted by other online articles by a previous study confirmed that the official performance tests on the high school students in certain 2004-2005 school year showed that only 6.59 percent could read, speak, and understand English. Some 44.25 percent had no knowledge of the English language for everyone (Jessie A. Echaure and Vilma D. Torno, 2017). Indeed, there is no exact recipe for a perfect reading instruction which will work effectively with every kind of learner.
Although most children begin to read in Grade 1 during elementary years where formal instruction is implemented, experiences during the preschool years are believed to set the stage for children’s literacy development (Levy, et al., 2006). In fact, in a study conducted by Sherlie A. Anderson entitled “How Parental Involvement Makes a Difference in Reading Achievement”, it was mentioned that the Commission on Reading found that parents, not the schools, provide the prerequisites for a child’s learning to read (Anderson,2000). In addition, researchers found out that kindergarten pupils with certain basic reading skills are more likely to show advanced reading abilities in their succeeding years in school (Coley, 2002). Indeed, it is a widely accepted fact that the parents are the children’s first teachers.
Thus, it is sought necessary to examine the level of parent involvement and its influence to the reading readiness of their children. This urged the researchers to conduct a study to investigate the relations and connections between the level of parent involvement and the reading readiness among the Kindergarten pupils of Hanopol Elementary School, Balilihan District for school year 2017-2018.


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