Background: The Philippines scored the lowest in reading comprehension among the 79 countries and economies that participated in the 2018 Programme for International Student Assessment (PISA). Reading was the primary subject assessed in the 2018 PISA for students aged 15 years and older. The Philippines’ reading score was 340, which was more than 200 points lower than China’s (555) and more than 100 points lower than the OECD average (487). This issue illustrated how far behind the Filipinos are when it comes to reading, particularly reading comprehension.

Aims: This study sought to identify the challenges Kindergarten parents experienced during the pandemic in teaching Kindergarten learners beginning reading skills.

Method: The research employed a quantitative descriptive-evaluative design, sampling 38 Kindergarten parents and 60 Kindergarten teachers from the Department of Education Schools Division of Nueva Ecija and Cabanatuan City using convenience sampling due to the pandemic. This research addressed ethical concerns by ensuring the respondents’ identities and answers were kept confidential. Also, they were informed about their right to withdraw from the research.

Results: The results indicated that (1) parents rarely encountered difficulties in teaching beginning reading skills to their children, and (2) Kindergarten teachers frequently practised ways and strategies for addressing the difficulties encountered by Filipino parents in teaching beginning reading at home. Furthermore, while Filipino parents face occasional challenges in teaching beginning reading skills.

Conclusions: The study concludes that Kindergarten teachers and parents must be partners in further enhancing the beginning reading skills of Kindergarten learners.

Implications for children and families: Focus on creating a supportive home environment for learning to enhance your child’s reading skills, especially during challenging times. Teachers are actively working to support you in teaching reading at home, so do not hesitate to seek their guidance. It is recommended that you stay engaged with educational programs and initiatives from the Department of Education to further aid your child’s reading development.

Implications for practitioners: Based on this study, you should encourage parents to foster a supportive learning environment at home for Kindergarten children, especially in teaching beginning reading skills. Additionally, you should collaborate closely with parents to implement effective strategies that address any challenges they may face during home-based learning. Finally, consider advocating for the ongoing development of reading programs that enhance cooperation between parents, teachers, and Kindergarten students within your educational context.

Key words: families’ voice, professionals’ voice, early literacy, education, quantitative methods, beginning reading skills, challenges and opportunities

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education