This study investigated the level of parental involvement in terms of communication and learning at home, the reading performance of Grade 6 learners, and the relationship between these variables. Using the descriptive-correlational research design, data were collected from parents of Grade 6 learners of Can-Avid Central Elementary School using a validated survey instrument. Moreover, the Philippine Informal Reading Inventory (Phil-IRI) test was further used to classify 50 randomly selected learners into non-readers, frustration, instructional, and independent reading levels. Results show a high overall level of parental involvement with communication scoring higher than learning at home. While parents were actively involved, most learners have been identified as frustrated readers, posing serious challenges in reading fluency and comprehension. Statistical analysis indicated weak positive relations between the variables of parental involvement—communication, learning at home, and overall—and reading performance. However, these relations are not statistically significant, meaning that other factors, such as socio-economic status, instructional quality, or intrinsic motivation, may significantly influence reading development. From these findings, the study gives several recommendations for interventions, including parental workshops on effective home-based learning strategies and school-initiated reading programs that are individually tailored to meet the learners' needs.