In this research study, kindergarten learners in a few public schools in the Dolores II District of Eastern Samar are examined with regard to how parental participation affects the development of early literacy abilities. The study evaluates the effects of various parental participation strategies, including at-home and school-based activities, on literacy skills such phonemic awareness, word reading, and letter identification using a descriptive-correlational methodology. Using an Early Literacy Assessment Tool and a Parental Involvement Questionnaire, information was obtained from 100 kindergarten learners and their parents. The findings showed that while parents' involvement in school-related activities was only moderate, they were considerably involved in literacy activities at home. Parental participation and early literacy development are strongly positively correlated, especially when it comes to home-based activities (r = 0.68, p < 0.01), according to Pearson's correlation study. These results highlight how important it is for parents to foster early literacy, particularly when doing so at home. According to the report, schools ought to support and encourage parental involvement in literacy-related activities by offering resources. In the future, research may focus on ways to improve parental involvement in early literacy, particularly in underprivileged areas.