Parental Involvement Research Articles

Influence of parental mediation and social skills on adolescents' use of online video games for escapism: A cross-sectional study.

The widespread use of video games among adolescents has raised concerns about their impact on psychological and social development. This study aimed to assess the effects of different types of parental mediation on adolescents' tendency to use video games to avoid negative emotions and determine the relationship between adolescents' interpersonal skills and their reliance on online video games for escapism. Participants were 452 adolescents from 15 middle and high schools. Data on sociodemographic information, gaming habits, parental control of online gaming, interpersonal skills, and reasons for playing online games were also collected. Hierarchical multiple regression was used to analyze the data, with online video game escapism as the dependent variable. Results supported the study's hypothesis that both parental mediation and adolescent interpersonal skills significantly predict the use of online video games for escapism. Higher levels of parental monitoring were associated with a lower tendency of adolescents to use video games to escape negative emotions, while parental mediation supporting autonomy showed a similar but weaker protective effect. At the same time, parental monitoring was also found to be associated with lower interpersonal skills, notably higher impulsivity, narcissism, and stress in social situations. In addition, adolescents with higher levels of impulsivity were more likely to use video games for escapism. These findings highlight the importance of balanced parental involvement and the development of adolescents' social skills to mitigate the risks of problematic online gaming. Interventions should promote effective parental mediation strategies and enhance adolescents' interpersonal skills to reduce their tendency to use video games as a coping mechanism for real-life challenges. Effective parental mediation and improved interpersonal skills are critical for promoting healthier gaming habits and reducing adolescent escapism.

Language Management in Transnational Multilingual Families: Generation 1.5 Parents in Finland

In today’s globalized world, more children are born to parents who speak two or more languages between them. These families manage complex language dynamics, with diverse language practices influencing communication among family members. The complexity intensifies when multilingual and multicultural parents move with their children to a country with a new majority language, while keeping connections to their original society. In such cases, balancing heritage and host country languages affects both cultural preservation and integration into a new society. Based on semi-structured interviews with seven Generation 1.5 Russian–Hebrew bilingual parents living in Finland, this paper explores their strategies for managing their children’s multilingual development. The study poses two key questions: What are the language management strategies reported by the parents? What are the major challenges these parents face in maintaining heritage Russian and Hebrew languages in Finland? Thematic data analysis using ATLAS.ti software highlights the parents’ persistent commitment to maintaining multilingualism within their families, focusing on preserving existing social connections and fostering new ones for the entire family. The findings reveal key aspects of parental language management, parental involvement and home environments, along with reported challenges, both personal and institutional, in maintaining Hebrew and Russian as heritage languages in Finland. This study offers a new perspective on language management strategies in multilingual families, handling a less-explored language combination. By analyzing individual language management approaches, this study reveals common strategies used to support multilingualism and balance heritage languages with those of a new environment, thereby contributing to discussions on linguistic diversity and multicultural integration in transnational settings.

Szülői szerepvállalás pedagógusi percepciók tükrében

Parental support in children’s homework – as one of the most fundamental forms of parental involvement – could be influenced by many factors. This study reports the results of an interview-based research conducted in the village of Praid (Harghita county, Romania), analyzing teachers’ perception on parental support practices prevalent in this region.

Parental Involvement in Sport: Does it Help? Assessing the Role of Parental Support in Shaping Athletic Motivation and Success from Athlete’s Point of View

Parental Involvement in Sport: Does it Help? Assessing the Role of Parental Support in Shaping Athletic Motivation and Success from Athlete’s Point of View

Fostering Self-efficacy: Understanding South African Grade 9 Students’ Confidence in their Mathematics Abilities

In poor-performing, resource-constrained education systems, such as South Africa, solutions to improve academic achievement have tended to focus on resources and cognitive factors. An area that requires more attention is the importance of non-cognitive, psychosocial factors and their relationship with academic performance. These factors are strongly associated with behaviour, playing a role in either facilitating or impeding the learning process. Understanding attitudes is therefore critical in interpreting achievement results with a view to improving them. This article used data from the 2019 Trends in International Mathematics and Science Study administered to 20,829 South African students in Grade 9 to investigate the confidence these students have in their mathematics ability (their self-efficacy) and the relationship with achievement. Linear regression analysis was employed to determine: (1) the relationship between Grade 9 students’ self-efficacy and mathematics achievement in South Africa; and (2) the contextual factors that were associated with the mathematics self-efficacy of the students. The results indicate a positive correlation between students’ self-efficacy and their performance in mathematics. In addition, good teaching practices and parental involvement in school activities were associated with higher levels of students’ mathematics self-efficacy. Being female was associated with lower levels of self-efficacy. These findings have important implications for shaping educational policy and practice in the resource constrained context of South Africa, to enhance students’ self-efficacy and performance in mathematics.

Factors Associated with Loss to Follow-Up in Pediatric Concussion Patients after Initial Visit: A Retrospective Study at a Concussion Clinic

ObjectiveThe objective of this retrospective study is to identify factors associated with loss to follow-up for post-concussion clearance in pediatric patients by comparing loss to follow-up and full clearance patients. MethodsThis retrospective single-center cohort study analyzed 140 consecutive patients at a pediatric concussion clinic of a safety-net hospital for loss to follow-up, defined as not achieving clearance at last appointment. Univariate and multivariate regression models were fit on variables of interest, including demographic, mechanism and severity of concussion, and characteristics of the first evaluation post-concussion and follow-up management. ResultsOf the sample, 40% (n=56) achieved clearance and 60% (n=84) were lost to follow-up. Median age was 15 (IQR 11-17), with male predominance (60.7%). Living with a biological parent (OR =0.145, 95% CI =0.028-0.760) and sports involvement (OR =0.256, 95% CI =0.092-0.764) were protective factors, while being 10 years old or older (OR = 13.466, 95% CI = 2.792-64.958) and attending 2 or fewer follow-up appointments (OR = 19.027, 95% CI = 4.991-72.533) were risk factors for loss to follow-up. No significant differences were found between sex, race, driving distance, type of insurance, and mechanism of injury. ConclusionLiving with a biological parent and involvement in sports showed to be protective factors for loss to follow-up. Age at time of concussion and number of appointments were risk factors. A “golden window” of two appointments was identified, highlighting the need of a strong rapport and engagement in shared decision making. Future directions include prospective studies implementing strategies targeting adolescents and building a strong patient-provider relationship.

Role of Parental Involvement in Student’s Academic Achievement: A Study of Students’ Perspective

Active involvement of parents in their children's academic pursuits is widely recognized as a pivotal element in their educational advancement. While there is substantial literature on parental engagement from the perspective of parents, there is a dearth of research regarding students' own perceptions and experiences of parental involvement. This study aims to address this gap by exploring students' experiences, perspectives, and opinions regarding parental involvement and its impact on their academic journeys. This research will utilize a qualitative research method to explore the nature of parental involvement and its consequences on students' academic accomplishments. Qualitative data was collected through semi-structured interview from ten respondents to find out their parent involvement in their academic achievement. Interpretative Phenomenological approach was combined with Thematic Analysis to analyze the collected data. By delving into the students' perspectives, the research seeks to provide insights into the nuanced nature of parental involvement and its resonance with students' academic experiences. Additionally, the study will explore the implications of the findings for fostering meaningful partnerships among stakeholders and empowering students towards academic success. Through this research, we aim to bridge the disparity between theoretical concepts and real-world experiences, providing valuable insights that can inform educational policies and practices. Ultimately, our goal is to provide parents, educators, and policy-makers with a deeper understanding of students' viewpoints on parental involvement, fostering collaborative efforts to support students' academic success and overall development.

Sosialisasi dan Motivasi Pentingnya Menabung Kepada Anak-anak Sejak Usia Dini untuk Bekal Masa Depan

KKN Mandiri is a real work lecture activity carried out by students individually. It aims to increase awareness and understanding of early childhood children about the importance of saving as a provision for the future. The activity was carried out in two schools, namely Nur Ilmi Kindergarten, Jaranguda Village and Muhammadiyah 01 Medan Mandala Islamic Senior High School. Through socialization and motivation to save, it is hoped that children can develop a habit of living frugally and being responsible in managing money from an early age. The methods used in this activity include lectures, discussions, questions and answers, and making creative piggy banks from recycled materials. This activity is designed to provide an understanding that is easily accepted by children with a fun and interactive approach. The results of this community service activity show an increase in students' understanding of the benefits of saving. Students become more enthusiastic in setting aside their pocket money to save, both in piggy banks and in the bank. Through making creative piggy banks, students gain direct experience in the practice of saving and feel motivated to continue this habit at home. In addition, the involvement of parents and teachers also strengthens the positive impact of the program, where they are expected to continue to support children in saving. The conclusion of this activity is that the socialization of saving in early childhood has a positive impact in raising awareness of the importance of saving. The creative approach taken has proven effective in motivating students to start saving. This program is expected to be a foundation for children in forming good financial habits in the future. Continuous support from schools and families will greatly assist in maintaining the sustainability of saving habits in children.

OPTIMIZING PARENTAL INVOLVEMENT IN EDUCATION OF LEARNERS WITH AUTISM IN ESWATINI MAINSTREAM PRIMARY SCHOOLS

In 2010, the Kingdom of Eswatini granted learners with mild to moderate forms of autism the right to access education in neighborhood schools. However, the Eswatini Annual Education Census report of 2019 did not make specific mention of these learners’ current state of affairs. This qualitative, phenomenological study explored strategies for optimizing parental involvement in the education of learners with autism in Eswatini mainstream primary schools. The data were extracted through interviews and document analysis from fifteen purposively sampled parents and teachers selected from four mainstream primary schools in Eswatini. The data were analyzed thematically. Ethical considerations upheld during this investigation were informed consent, voluntary participation, anonymity, and confidentiality of information that participants divulged. One major finding of this study demonstrates that the deployment of highly autism-qualified teachers is crucial for laying a concrete foundation for parents to use in helping the learners in their studies. Thus, to accrue the involvement of parents in education, the Deputy Prime Minister’s office should state guidelines and craft monitoring tools to ensure that schools embrace and support the involvement of parents.

Parent involvement in young children's engineering learning

ABSTRACT This study examined parents' experience of involvement in their children's engineering activities. A convenient sample of 24 parents, whose children were enrolled in pre-kindergarten to second grade, participated in the interviews individually. Results indicated that parents enjoyed their time with their children when engaging in engineering activities, they enjoyed the family time and they were happy to see how capable their children were. At the same time, results also revealed some challenges that parents experienced, such as selecting a topic, giving up control, and breaking up the projects into sessions. Parents reported engineering toys at home but some of them need help recognising what constitutes an engineering toy. Suggestions for supporting parents and improving their experience of involvement in their children's engineering activities are provided. Implementations in terms of carrying out engineering activities at home and at school are also included.

Parental Involvement in Young Learners’ Speaking: A Qualitative Study on Learner Performance and Classroom Instruction

Parental Involvement in Young Learners’ Speaking: A Qualitative Study on Learner Performance and Classroom Instruction

Systematic Literature Review: Mathematical Literacy Skills in Terms of Mathematics Learning Motivation

Mathematical literacy and motivation to learn mathematics are two important aspects of education. Mathematical literacy enables students to understand and apply mathematical concepts in everyday life, as well as think logically and solve problems. Mathematics learning motivation influences students' effort and perseverance in learning the material, improving academic interest and performance. The combination of the two is essential for educational success and the development of critical thinking skills required in the modern world. The objectives of research generally cover the following aspects Measuring Mathematics Literacy Level, Assessing Mathematics Learning Motivation, Identifying the Relationship between Mathematics Literacy and Learning Motivation, Recognizing Barriers and Challenges, Developing Effective Learning Strategies. This research uses the SLR (Systematic Literature Review) method by reviewing 16 articles. Data collection in this study was carried out by reviewing all articles related to Mathematical Literacy Ability, Learning Motivation, Mathematical Literacy Ability in terms of Learning Motivation published from 2019 to 2023. Based on the results of the study, it was found that motivation to learn mathematics plays an important role in students' mathematical literacy skills. Students with low motivation tend to learn by force, so their mathematical literacy skills are low because they tend to do problems procedurally without in-depth analysis. The implication is the need for motivational strategies, curriculum design, teacher training, literacy programs, and parental involvement.

Comparative Outcomes of Three School-Based Cognitive-Behavioral Interventions for Adolescent Suicide Prevention in Hong Kong.

Background/Objectives: This study assessed the effectiveness of a school-based suicide prevention program in Hong Kong. Methods: 105 secondary school students aged 14-16, identified as having high levels of depression and suicidal ideation. Participants were divided into three intervention groups: one for adolescents only, another for adolescents with peers, and a third for adolescents with parental involvement. All groups engaged in weekly online exercises. Repeated measures ANOVA was used to analyze the within-group and between-group differences in the levels of adolescents' suicidal ideation, depression and anxiety. Results: The results indicated a statistically significant reduction in suicidal ideation, depression and anxiety levels after participation in all three groups. No statistically significant between-group differences were identified, meaning the effects of the three interventions on the measured outcomes were similar. Conclusions: This study demonstrates the promise of implementing school-based suicide prevention programs in the Hong Kong context.

Parental Involvement in the Care of Hospitalized Children: A Qualitative Study in the Tamale Metropolis

Introduction There is a growing appreciation that parents play a critical part in promoting the health outcomes of their hospitalized sick children. This is because parents want to be involved in the care of their children to allay parental anxiety and promote cooperation from children. After all, children feel insecure in an unfamiliar environment. Objective The main objective of the study was to gain a deeper understanding of parental involvement and experiences in the care of hospitalized sick children in Tamale Metropolis. Methods A descriptive exploratory design with a qualitative approach was used for the study. Thirteen parents of sick children on admission at the children’s unit of the Tamale Metropolis were interviewed for the study. Data were analyzed using thematic analysis (TA). Results The study revealed that participants in the study demonstrated basic knowledge and understanding of parental involvement in the care of hospitalized sick children and shared some of the benefits of parental involvement as improved interaction with health workers, healthier and happier children as well as promoting the early detection of the signs and symptoms of illnesses in children on admission. Some of the barriers to parental involvement include language barriers, poor communication between healthcare providers and parents, financial challenges and institutional challenges. Many participants also reported that sources of parental involvement were the media and healthcare workers. Conclusions Findings from the study indicate that the majority of participants have a fundamental idea about parental involvement. To improve parental involvement in the care of sick children, stakeholders must engender a collective approach that sensitizes the general public and health workers toward acceptance and incorporation into healthcare delivery.

Motivational differences for physical activity and gaming: Do the perceived motives of parents differ from those of their children?

The time children spend playing digital games has seen a notable increase. The suggested motives for children to engage in gaming are predominantly competition, social interaction, and achievement (Martucci et al., 2023). Concurrently, there has been a concerning decline in physical activity (PA) among children. This shift suggests a potential conflict in leisure-time activities for children (Salmensalo et al., 2024). The motivations driving children towards PA include well-being, enjoyment, social interaction, and seeking social support (Pedersen et al., 2021). Interestingly, studies have identified a positive relationship between parent and child PA levels. Similarly, parental involvement in gaming seems to have a beneficial impact on children’s gaming habits. However, to date, no study has directly compared the actual motives for gaming and PA of children. Moreover, the perceived motives of their parents are under-researched. The aim of the study was to compare the motives for gaming and PA of children. Additionally, the parents’ perceptions of what motivates their children to engage in both activities were considered. Children (N = 73; 15.5 ± 5.9 y; 26% female) and parents (N = 50; 45.1 ± 7.1 y; 56% female) were asked to answer a questionnaire during the Frühjahrsmesse in Innsbruck. Questions were based on the “Videogaming Motives Questionnaire” (López-Fernández et al., 2020) and were adapted in terms of PA and the perceived motives of the parents. Motives recreation, social interaction, coping, competition and skill were considered. Order of the questions as well as of the sub-items was randomized. Item reliability was tested using Cronbach’s alpha and scales were calculated using the mean of the sub-items based on a 5-point Likert Scale. Since the data were not normally distributed, the Kruskal-Wallis H test was used to compare the motives of the children with the perceived motives of the parents. Differences within the groups between gaming and PA were tested using Friedman. Motive comparison between groups showed significant differences regarding recreation in Gaming H = 6,443, p = 0.011, r = 0.61, with children (4.28 ± 0.69) identifying this motive more strongly than parents (4.03 ± 0.67). Skill H = 4.704, p = 0.030, r = 0.44, presented significant differences, showing children (3.51 ± 0.99) to find this motive more relevant than parents (3.17 ± 0.78). A trend was observed in social interaction in PA H = 3.673, p = 0.055, r = 0.34. Parents (3.72 ± 0.92) perceived this motive to be more relevant than children (3.39 ± 0.97). When analysing differences between the motives within the groups, no significant results were observed. Children perceive gaming as more recreational and skill-educating than their parents, potentially due to changing everyday life. This shift towards educational gaming might have positive cognitive benefits. Additionally, gaming skills may better align with today’s digital requirements (Nordlund et al., 2019). However, no significant motive variances between gaming and PA exist. This disparity underscores potential conflicts in children’s leisure activities. References López-Fernández, F. J., Mezquita, L., Griffiths, M. D., Ortet, G., & Ibáñez, M. I. (2020). The development and validation of the Videogaming Motives Questionnaire (VMQ). PLoS ONE, 15(10), Article e0240726. https://doi.org/10.1371/journal.pone.0240726 Martucci, A., Gursesli, M. C., Duradoni, M., & Guazzini, A. (2023). Overviewing gaming motivation and its associated psychological and sociodemographic variables: A PRISMA systematic review. Human Behavior and Emerging Technologies, 2023, Article 5640258. https://doi.org/10.1155/2023/5640258 Nordlund, A., Sekki, S., Korvela, P., & Silvonen, J. (2019). The changing everyday life of families and young people. In M. Toivonen & E. Saari (Eds.), Human-centered digitalization and services (pp. 79–100). Springer Nature. https://doi.org/10.1007/978-981-13-7725-9_5 Pedersen, M. R. L., Hansen, A. F., & Elmose-Østerlund, K. (2021). Motives and barriers related to physical activity and sport across social backgrounds: Implications for health promotion. International Journal of Environmental Research and Public Health, 18(11), Article 5810. https://doi.org/10.3390/ijerph18115810 Salmensalo, M., Ruotsalainen, H., Hylkilä, K., Kääriäinen, M., Konttila, J., Männistö, M., & Männikkö, N. (2024). Associations between digital gaming behavior and physical activity among Finnish vocational students. Journal of Public Health, 32, 53–63. https://doi.org/10.1007/s10389-022-01788-y

FAMILY-ORIENTED PHYSICAL THERAPY PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

Family-centered physical therapy programs for children with autism involve the child, family members, and professionals working together. They aim to provide support, education, and resources that enable the family to understand and cope with the special needs associated with the rehabilitation of a child with autism. By involving the entire family in the therapy process, such programs help improve communication, enhance the quality of life for the entire family, help the child develop skills to participate in various activities with peers, strengthen family ties and provide a more holistic approach to child care. Aim. To substantiate the structure and program of family-oriented physical therapy for preschool children with autism spectrum disorders (ASD). Materials and methods. Analysis of literature sources, including clinical guidelines and recommendations, as well as scientific research on the rehabilitation of patients with autism spectrum disorders; systematic analysis and synthesis, methods of analogy, abstraction and generalization. The experience of rehabilitation and physical therapy of children with ASD, gained by the NGO Agape, which is engaged in the rehabilitation and habilitation of children with disabilities in Khmelnytskyi, was also taken into account. Results. A child's atypical development and disabilities affect the entire family. Caregivers and family members may develop feelings of vulnerability and guilt, or they may feel unable to care for their child. In addition, the patient-centered and biopsychosocial approach assumes that decisions about therapy are made by caregivers, as they are the best experts on their needs and abilities. There has also been a shift in emphasis from impairment of body structures and functions to the child's participation in family life and activities with the family, as well as from what the child cannot do to what the child can do. Supporting the child and family through this complex process of rehabilitation and physical therapy with this in mind, and recognizing the family's interests and values, is crucial and helps families feel stronger and more confident as they face daily challenges. Family-centered physical therapy takes all of these approaches into account. Family-centered physical therapy is a set of activities aimed at involving the family and the family environment in the child's physical therapy process to provide support, necessary skills and resources to both the patient and the family at each stage of therapy, ensuring the best possible results. All phases of physical therapy involve the child and family members in the evaluation, goal and objective setting, education, implementation of the planned intervention program, counseling and monitoring, and adjustment of the goal, objectives and physical therapy program. Conclusions. Family-centered service programs encourage therapists to move from focusing on an isolated impairment and the needs of the child alone to understanding disability within the social model of services and the context of the family and community. A family-centered physical therapy program for children with ASD involves close collaboration between physical therapists, the child, and parents and other family members. This ensures an individualized approach to therapy, increased effectiveness of the sessions, and improved quality of life for the child and the entire family. Active involvement of parents and providing them with the knowledge and skills to conduct sessions at home helps to achieve sustainable results in the child's development and strengthens family ties, increasing the overall level of satisfaction.

Pengembangan Budaya Baca dalam Dunia Pendidikan di MTs Ma’arif Al Ishlah Bungkal Ponorogo

Reading is the most important aspect in the education world. The reading culture planting among students has an important role for the information society. The purpose of this paper is to describes reading culture and reading culture development toward education. This paper uses descriptive qualitative research. The techniques used is criterion- based sampling technique. The method of data collection is scrutinized method. The results of this study is there are lower interest in reading as an indicator of the lack of habitual reading in Indonesian society. The efforts made by schools to develop a reading culture in education are 1) Propaganda Reading, 2) Sanctions Reading, 3) Changes in Behaviour, 4) Modelling, 5) Provision of Special Time for Reading Routine, 6) Parental Involvement Student, 7) Management and Development Library, 8) Environmental Restructuring Schools and classes and 9) Establishment of Reading Club.

Determinants of Fertility Intentions among South Koreans: Systematic Review and Meta-Analysis.

(1) Background/objectives: This study aims to systematically review and conduct a meta-analysis of factors influencing fertility intentions among South Koreans. This research is crucial given South Korea's lowest-in-the-world fertility rate of 0.72 in 2023, necessitating rapid and effective policies to address this demographic challenge; (2) Methods: Articles published from database inception through April 2024 were collected from five Korean databases using keywords based on the PEO (Population, Exposure, Outcome) framework. Following PRISMA guidelines, 35 articles were selected. The effect sizes and network of predictors related to fertility intention were analyzed using the R statistical package; (3) Results: A meta-analysis of the effect sizes of factors influencing fertility intentions revealed that the husband's involvement in parenting (ESr = 0.131), women's education level (ESr = 0.127), socioeconomic status (ESr = 0.116), and the expected gender of the child (ESr = 0.068) showed statistically significant positive effects. Conversely, women's age (ESr = -0.175), parental stress (ESr = -0.146), and household labor ratio (ESr = -0.117) showed statistically significant negative effects. The network analysis further elucidated the complex interrelationships among these factors; (4) Conclusions: This study suggests the need for multifaceted policy approaches to address Korea's low fertility, emphasizing promoting men's participation in parenting, supporting women's education and career development, reducing parenting stress, supporting work-family balance, and ensuring economic stability. These findings provide important insights for policymakers and researchers addressing the complex issue of low fertility in South Korea and may inform more effective interventions to boost fertility rates.

The Experiences of Motor Skill Development in Children with Autism Spectrum Disorder (ASD) Reflected through Parental Responses.

Background/Objectives: Understanding movement development in children with autism spectrum disorder (ASD) is critical for creating effective intervention strategies. This study aims to explore parental perspectives on the movement development of children with ASD, focusing on identifying common challenges and successful strategies. The objective is to analyze the experiences of parents to highlight the most effective approaches to support motor, communication, and social skills development in these children. Methods: Using a qualitative approach, we conducted in-depth interviews with parents of children with ASD. The data were analyzed using open and selective coding to identify key themes related to movement development challenges and strategies. The analysis included cross-referencing with the existing literature to support parental insights. Results: This study identified several key themes, including communication barriers, social interaction difficulties, and the importance of personalized movement programs. Parents reported significant challenges in understanding and addressing their children's movement needs, particularly in group settings. However, activities such as water programs, music and dance, and animal-assisted therapies were found to be highly engaging. Motivation was a critical factor, with rewards and active parental involvement enhancing participation. Conclusions: This study highlights the crucial role of a supportive environment, including professional guidance and family support, in the success of movement development programs.

Parental Involvement In The Learners’ Reading Development

Good parenting in reading development causes intellectual stimulation, better self-concept, and better educational aspirations in the child. Parents’ greater involvement would result in a greater reading relationship with their children. In this premise, the key purpose of this study was to find out the involvement of parents in the Learners’ Reading Development as a facilitator, role models, and motivators. Data needed for this descriptive study was collected from 89 parents using a 30-item self-made data-gathering instrument that has passed the rigorous test of validity and reliability. The collected data was dealt with using the mean and Mann-Whitney U-test. The results revealed that the level of Parental Involvement in the Learners’ Reading Development was high in terms of facilitator, role model, and motivator. A difference was found in the level of parental involvement in the learners’ reading development in the area of facilitator when compared to the average family monthly income. The result of this study serves as a a guide for parents and teachers in finding ways to improve the learners’ reading skills. The study calls for education authorities to formulate parental involvement policies and programs for early reading development to ensure high levels of parent-teacher partnership in basic education. Keywords: Parental Involvement, reading development, learners, Manjuyod, Negros Oriental.