Abstract
Despite universal recognition of parental involvement as a critical factor in learners’ academic
success, levels of participation remain low in many schools. This study investigated the role of
parental involvement in enhancing English reading comprehension among Grade 5 learners at
a mainstream school in the Johannesburg East District of Gauteng Province. In addressing this
problem, the study sought to answer these research questions: how parents are currently
involved in supporting their children’s English reading comprehension, challenges experienced
by parents as well as strategies that could be used to encourage and strengthen meaningful
parental participation to support learners’ academic development.
The study was underpinned by Joyce Epstein’s theory of parental involvement, specifically the
model of Six Types of Involvement, which emphasises collaboration between families and
schools in supporting learners’ educational experiences. This theoretical framework was
considered appropriate as it promotes shared responsibility and active engagement between
parents and educators in children’s learning.
An interpretivist research paradigm guided the study in order to gain an in-depth understanding
of participants’ experiences and perceptions. Data were collected through individual semistructured
interviews and document analysis. A purposive sampling strategy was employed to
select 11 participants, comprising six English teachers and five Grade 5 parents. Among the
teachers, two served on the School Based Support Team (SBST) and School Assessment Team
(SAT) committees. Of the parent participants, three had children who experienced difficulties
with English reading comprehension. The sample included two male and nine female
participants. Data was analysed using thematic analysis, allowing patterns and themes related
to parental involvement to emerge from participants’ responses.
The findings revealed that parental involvement in learners’ reading development was
generally limited. Key factors contributing to this included parents’ demanding work schedules,
time constraints, and a lack of confidence or knowledge regarding how to support their
children’s reading at home. Many parents expressed uncertainty about appropriate strategies
for assisting with English reading comprehension, which further reduced their engagement.
Based on these findings, the study recommends that schools play a more proactive role in
empowering parents. This includes offering workshops to equip parents with practical
strategies to support reading development at home, as well as improving communication...