Author

Ligaya Ayong Balway*
Catao Lacnog, Tabuk City, Kalinga, Philippines

Abstract

This study examined the reading difficulties of Grade 3 learners and explored the role of parent–teacher collaboration in addressing these difficulties in Lacnog Elementary School and Catao Elementary School. A descriptive–qualitative research design was employed, incorporating descriptive summaries of existing Classroom Reading Level Assessment (CRLA) records and qualitative data from participants. The respondents included thirty-three (33) parents of Grade 3 learners with identified reading difficulties and two (2) Grade 3 teachers. Data were gathered from existing CRLA records, parents’ open-ended questionnaires, and teachers’ written responses, and were analyzed using descriptive thematic analysis. Findings revealed that while many learners were classified as Grade Ready in word recognition and phonemic awareness and Reading at Grade Level in fluency and comprehension based on CRLA results, several learners continued to experience persistent reading difficulties. These difficulties were particularly evident in recognizing unfamiliar words, sustaining reading fluency, and comprehending longer and more complex texts. The challenges were influenced by interconnected cognitive factors, such as limited vocabulary and difficulty in sound blending; instructional factors, including the need for guided reading and limited individualized support; and home-related factors, such as inconsistent home reading routines and excessive gadget use. The study further found that parent–teacher collaboration played a vital role in addressing learners’ reading difficulties. Collaboration was evident through communication practices such as meetings, text messages, and school visits, as well as through home reading support, shared monitoring of learners’ progress, motivation, and guided remediation. However, these collaborative practices were largely informal and unstructured. The study concludes that strengthening parent–teacher collaboration through simple, consistent, and low-lift strategies is essential in supporting Grade 3 learners’ reading development. Based on the findings, the LIGAYA Reading Partnership Program is proposed to formalize collaboration through guided home reading routines, regular feedback based on CRLA results, and shared responsibility in monitoring learners’ reading progress.

Keywords: Parent–teacher collaboration, reading difficulties, learners, cognitive factors, instructional factors, home-related factors.

Recommended citation:
Balway, L. A. (2026). Parent–teacher collaboration against learners’ reading difficulties. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1672-1685. http://doi.org/10.69651/PIJHSS05021006

Read the full text

References

Abejuela, H. J. M., Akut, K. B., Balane, C. T., & Del Rosario, A. S. C. (2023). Assessment of the reading curriculum in basic education in the Philippines. International Journal of Language Education, 7(1), 26–45.

Afable, K. F. S., Lausa, J. D. P., Monteagodo, G. F., Tanguan, D. T., & Pedriña, J. G. (2025). Stop, look, listen, and repeat: Improving English reading fluency with Libratalks. International Journal of Research and Innovation in Social Science.

Alexander, P. A. (2020). Readers’ struggles with comprehension in the digital age. Reading Research Quarterly, 55(S1), S119–S131. https://doi.org/10.1002/rrq.309

Bartley, C., Gibbons, K., Good, A., & Moutry, A. (2020). A literature review of explicit, systematic phonics instruction. Region 10 Comprehensive Center.

Brysbaert, M. (2019). How many words do we read per minute? Journal of Memory and Language, 109, 104047. https://doi.org/10.1016/j.jml.2019.104047

Cabell, S. Q., & Hwang, H. J. (2020). Building content knowledge to boost comprehension in the primary grades. Reading Research Quarterly, 55(S1), S99–S107. https://doi.org/10.1002/rrq.310

Canuto, P. P., Lumidao, Y., Calya-en, P., Jr., Laoyan, R. K., Ballagan, A., & Oplas, A. (2024). Enhancing elementary students’ oral reading fluency through repeated reading and big books. International Journal of Learning, Teaching and Educational Research, 23(4), 376–393. https://doi.org/10.26803/ijlter.23.4.21

Cervetti, G. N., Pearson, P. D., Palincsar, A. S., & Afflerbach, P. (2020). How reading for understanding complicates the simple view of reading. Reading Research Quarterly, 55(S1), S161–S173. https://doi.org/10.1002/rrq.318

Cho, E., Dahl-Leonard, K., Kehoe, K., Capin, P., Hall, C., & Solari, E. (2023). Motivational practices in reading interventions for students with or at risk for dyslexia. Topics in Language Disorders, 43(2), 119–145. https://doi.org/10.1097/TLD.0000000000000284

CIDHub. (2022–2023). EGRA results: CAR Mountain Province.

Dahl-Leonard, K., Hall, C., & Peacott, D. (2024). A meta-analysis of technology-delivered literacy instruction for elementary students. Educational Technology Research and Development, 72, 1507–1538. https://doi.org/10.1007/s11423-024-10350-0

Denton, C. A., Hall, C., Cho, E., Cannon, G., Scammacca, N., & Wanzek, J. (2022). Effects of foundational-skills and multicomponent interventions on reading comprehension (K–3). Learning and Individual Differences, 93, 102062. https://doi.org/10.1016/j.lindif.2021.102062

Department of Education. (2015). Utilization of EGRA/EGMA tools for system assessment.

Department of Education. (2024). DepEd memorandum no. 001, s. 2024: Implementation of catch-up Fridays.

DepEd Makati. (2024). Division memorandum no. 238: Supplementary reading resources for the NRP.

DepEd NCR. (2024). Regional memorandum: Conduct of EGRA/EGMA SY 2024–2025.

DepEd Zamboanga del Sur. (2023). DM 225, s. 2023: Submission of EGRA/Phil-IRI results.

Dong, Y., Wu, S. X. Y., Dong, W. Y., & Tang, Y. (2020). The effects of home literacy environment on children’s reading comprehension: A meta-analysis. Educational Sciences: Theory and Practice, 20(2), 63–82. https://doi.org/10.12738/jestp.2020.2.005

Dulay, K. M. (2025). Home literacy as a learning ecosystem in the Philippines: A systematic review. In G. Georgiou & T. Inoue (Eds.), Home literacy environment and literacy acquisition. Springer. https://doi.org/10.1007/978-3-031-XXXXX-X

Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly. https://doi.org/10.1002/rrq.411

Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993

Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1), S45–S60. https://doi.org/10.1002/rrq.334

Escobar, J. P., Espinoza, V., & Balboa, S. (2024). Relations between executive functions and reading comprehension. Brain Sciences, 14(12), 1174. https://doi.org/10.3390/brainsci14121174

Galang, M., Aquino, Z., Enriquez, A., & Del Rosario, J. (2025). Enhancing reading fluency through repeated reading of localized materials. Southeast Asian Journal of Agriculture and Allied Sciences, 4(1), 56–68.

Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Meta-analysis of the impact of reading interventions for primary students. Journal of Research on Educational Effectiveness, 13(2), 401–427. https://doi.org/10.1080/19345747.2019.1689591

Gobi, A. L., Lacbao, J., Adiston, M., et al. (2024). Big books: Their effectiveness on reading comprehension skills. Benguet State University.

Goodwin, A. P., & Jimenez, R. T. (2021). The science of reading: Supports, critiques, and questions. Reading Research Quarterly, 56(S1), S7–S22. https://doi.org/10.1002/rrq.408

Hasbrouck, J., & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). University of Oregon.

Herana, M. D., & Azarias, R. A. (2024). Grade 3 learners’ reading difficulties: Inputs to the development of an intervention material. International Journal of Research Studies in Education, 13(5), 89–96. https://doi.org/10.5861/ijrse.2024.XXX

Hindman, A. H., Morrison, F., Connor, C. M., & Connor, J. (2020). Preservice preparation aligned with the science of reading. Reading Research Quarterly. https://doi.org/10.1002/rrq.399

Hudson, A., Koh, P. W., Moore, K., & Binks-Cantrell, E. (2020). Fluency interventions for elementary students with reading difficulties. Education Sciences, 10(3), 52. https://doi.org/10.3390/educsci10030052

Hwang, H. J., Cabell, S. Q., & Joyner, R. E. (2021). Effects of integrated literacy and content-area instruction. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2021.1900390

International Literacy Association. (2020–2021). RRQ special issues on the science of reading.

Jiban, C. (2024). The science of reading explained. NWEA Blog. https://www.nwea.org/blog

Jumawid, A. D. (2024). Challenges encountered by Grade 3 teachers handling non-readers. International Journal of Academic Multidisciplinary Studies.

Khan, S., & Khan, A. (2021). Phonemic awareness and phonics for inclusive practice. Asia Pacific Journal of Developmental Differences, 8(1), 1–15.

Kittle, J. M., Amendum, S. J., & Budde, C. M. (2024). The science of reading for multilingual learners. Educational Psychology Review, 36, 108. https://doi.org/10.1007/s10648-024-09736-3

Lane, H. (2024). Evidence-based reading instruction for grades K–5. CEEDAR Center.

Liang, C., Zhang, L., & Sun, J. (2025). Digital vs print storybooks: A meta-analysis. International Journal of Early Childhood, 57, 547–573. https://doi.org/10.1007/s13158-025-00350-7

Murphy Odo, D. (2021). Effects of phonological awareness and phonics on L2 reading. Journal of Research in Reading, 44(3), 678–695. https://doi.org/10.1111/1467-9817.12354

Niklas, F., Wirth, A., Guffler, S., Drescher, N., & Ehmig, S. C. (2020). Home literacy environment as a mediator. Frontiers in Psychology, 11, 1628. https://doi.org/10.3389/fpsyg.2020.01628

Peng, P., Wang, W., Lin, L., Liu, Y., Yan, X., Tan, Y., Zhang, Z., & Huang, Y. (2025). A network meta-analysis of multicomponent reading interventions. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09800-0

Read Naturally. (2017). Hasbrouck-Tindal ORF chart.

Reading A-Z. (2017). Fluency standards table.

Sazon, G. H., & Eslabon, R. T. (2024). Learners’ reading readiness of Grade 3. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence.

Seidenberg, M., Cooper-Borkenhagen, M., & Kearns, D. (2020). Translational science for the science of reading. Reading Research Quarterly, 55(S1), S119–S135. https://doi.org/10.1002/rrq.346

Shanahan, T. (2020). What constitutes a science of reading instruction. Reading Research Quarterly, 55(S1), S235–S247. https://doi.org/10.1002/rrq.349

Silverman, R. D., McNeish, D., Speece, D., & Ritchey, K. (2021). Early screening for decoding and language difficulties. Assessment for Effective Intervention, 46(3), 145–158. https://doi.org/10.1177/1534508420935637

Smith, N. L. (2020). Family literacy engagement: Parents’ perceptions. Language and Literacy Spectrum, 30(1), 1–14.

Solari, E., Terry, N., Gaab, N., Hogan, T., Nelson, N., Pentimonti, J., Petscher, Y., & Sayko, S. (2020). Translational science: A road map for the science of reading. Reading Research Quarterly, 55(S1), S347–S360. https://doi.org/10.1002/rrq.351

Tayab, C. (2024). Parents’ experiences in implementing home reading activities. International Journal of Advances in Education, Social Sciences and Innovation.

Tomas, M., Villaros, E., & Galman, S. (2021). The perceived challenges in reading of learners: Basis for school reading programs. Open Journal of Social Sciences, 9(3), 107–123. https://doi.org/10.4236/jss.2021.93009

Toste, J., Didion, L., Peng, P., Filderman, M., & McClelland, A. (2020). Motivation and reading achievement. Review of Educational Research, 90(3), 420–456. https://doi.org/10.3102/0034654320919353

Van der Sande, L., Van Steensel, R., Fikrat-Wevers, S., & Arends, L. (2023). Reading motivation interventions: A meta-analysis. Educational Psychology Review, 35, 25. https://doi.org/10.1007/s10648-023-09713-3

Vanden Bempt, F., Economou, M. E., Van Herck, S., Vanderauwera, J., Glatz, T., & Vandermosten, M. (2021). Digital game-based phonics instruction. Frontiers in Psychology, 12, 682620. https://doi.org/10.3389/fpsyg.2021.682620

Xiong, E. (2020). Vocabulary instruction for English learners: A meta-analysis (Doctoral dissertation, University of Minnesota).