Reading proficiency has long been considered a crucial sign of a student’s development. Proficient readers are expected to get along with other students in the classroom and be able to cope with the pressure of constantly learning new content. However, the number of pupils who struggle with reading, particularly in the early grades, is a growing worldwide issue. The Philippines’ lowest score out of 79 participating nations in the 2018 Program for International Student Assessment (PISA) findings was optimistic given the discourse around the worldwide reading problem. The reading problem that Filipino pupils were facing was expected to worsen as COVID-19 extended throughout the school system. The only ways to give instruction now that the epidemic has altered the landscape of the education sector are remotely or through distance learning. It has been predicted that learning loss will rise among early childhood students, especially for Grade One pupils who will engage in formal learning activities where their mother tongue will serve as both a study area and the primary language of instruction. Mother Tongue-Based Multilingual Education (MTB-MLE) has been implemented to fulfil the Department of Education’s goal, “Every Child a Reader and a Writer by Grade 1” (DepEd Order No.16, s. 2012). Even with the government’s stringent health precautions, it is still vital to regularly evaluate first-graders’ reading skills during the epidemic to see how well the curriculum is being followed. The Comprehensive Rapid Literacy Assessment was created to assess the literacy profiles of Mother Tongue early-grade kids, especially during the pandemic, in response to adopting a remote learning environment. This was completed on schedule and with great importance. Additionally, the CRLA serves as a precursor reading inventory instrument for evaluating learners’ proficiency in their mother tongue. Now that they can assess the reading profiles in their mother language, early childhood educators may design activities that support Grade 1 children’s academic success while being developmentally appropriate.
Considering those above, collaborating with the parents/guardians of first-graders classified as “Full Refresher and Moderate Refresher” during the Comprehensive Rapid Literacy Assessment (CRLA) for the 2023–2024 academic year is indeed needed. The family and the school are the two settings that influence and maintain children’s development the most in the modern world. As a result, researchers have focused more and more in the past few decades on the role that families—more significantly, parents—play in their children’s academic achievement. This is especially true of the new educational system, where teaching and learning will be challenging without regular family involvement and home support. In addition, parents’ involvement in school events has always been teachers’ top priority when it comes to teaching and learning. According to Mathipa (2019), two main components comprise the concept of parental involvement: the level of commitment to helping and the level of parental engagement and involvement. Crucially, Gurbuzturk (2023) states that parents must be considered an integral and consistent component of the educational program. They continued by saying that kid success in the classroom is ensured by parental involvement at home in addition to school-based learning. Similarly, Sapungan and Sapunga (2023) assert that parental involvement in their kids’ education translates to the school taking the initiative to implement reforms or support student development. When parent participation increases, educators and school administrators also increase the possibility of making good transformations in education. Lastly, studies show that parental involvement is one of the aspects that are essential to students’ academic success (Hara & Burke, 2022).
