This study examines the effectiveness of the "Teacher-Parent Partnership: A Read-At-Home Intervention Program,"

designed to enhance reading skills among 4th-grade learners at Sta. Maria Central School SPED Center, school year 2022-

2023, through individualized reading strategies and active parental involvement. The program aimed to support pupils

with varying levels of reading proficiency, particularly those struggling with word recognition and comprehension. A

quasi-experimental design was used as the primary method to address the problem. At the same time, the Philippine

Informal Reading Inventory (PHIL-IRI) Assessment was administered to 350 students, with 194 identified as frustrationlevel

learners, serving as the primary tool to measure reading progress. Before the intervention, many pupils were

identified as having reading levels below expected standards. Post-intervention results demonstrated significant

improvements in both word recognition and comprehension skills, indicating the program’s effectiveness. The study

emphasizes the value of individualized instruction tailored to each student's reading abilities, supported by 30-minute

classroom and home remedial sessions in collaboration with parents. Thus, this study recommends that teacher-parent

partnerships be formally recognized in the entire school, encouraging educators to adopt individualized reading strategies

and providing support through Learning Action Cell sessions focused on reading instruction and developing materials.

Additionally, a structured program to educate parents on facilitating early reading skills at home is proposed. These

findings underscore the critical role of collaborative efforts between teachers and parents in improving literacy outcomes,

offering practical insights for enhancing reading proficiency among elementary learners.