Learners Literacy: Views of Parents Reading Intervention Program

This phenomenological study explored the lived experiences of ten Grade 3 parents in Laak North District, Davao de Oro Division, as they supervised their children's participation in the Parents Reading intervention program. Through in-depth interviews and thematic analysis, the study identified three major themes: parents' facilitation towards literacy progress, struggles in balancing time and responsibilities, and emotional fulfillment through supervision. Findings showed that despite resource limitations and time constraints, parental engagement significantly enhanced children's reading fluency, comprehension, and motivation. Parents employed coping strategies such as establishing consistent reading routines, utilizing available resources creatively, and providing motivational support, which contributed to both academic improvement and strengthened parent-child relationships. Moreover, parents recognized literacy as a lifelong value, highlighting its role in character development and lifelong learning. The study concluded that empowered parental involvement, even in resource-constrained settings, played a crucial role in promoting early literacy. The findings suggested the importance of supportive educational policies and strengthened school-home collaboration to sustain family-based literacy interventions.