ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
This study involved an eight-week action research that is applied and conducted to 20 selected Grade 2 pupils enrolled in San Pedro Elementary School for the school year 2021-2022 with their parents. Those pupils who were chosen fell on the frustration level, wherein the result of Early Grade Reading Assessment (EGRA) – Pretest is used as the basis for intervention. It was done to help pupils improve their reading comprehension skills through parent-teacher collaboration, as well as to teach parents and teachers that collaboration is an essential part that deserves enough attention and deeper understanding. The researchers employed a descriptivecorrelational research method to see if collaboration between parents and teachers might help pupils improve their reading comprehension skills. The collected data was statistically examined using t-test for correlated samples. The findings of the study are provided and discussed in light of the study’s goal: (1) based on the pretest and posttest results, it was discovered that the students’ reading comprehension performance has improved. Furthermore, (2) the findings showed a substantial difference between before and after exposure to parent-teacher collaboration. Lastly, (3) it is recommended that parent-teacher collaboration be prioritized in Continuous Improvement Programs (CIP) that focus on primary grades reading comprehension skills.