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This article reviews the literature on parental involvement and children’s education, focusing on the primary school level in Malaysia. This systematic literature review (henceforth SLR) includes searching, screening, appraising and synthesising of articles on parental involvement published in the last ten years (2012- 2021) from a number of electronic databases, namely SCOPUS, Taylor & Francis, ERIC, Google Scholar, MyCite, and ResearchGate. The findings of this review identify 24 relevant articles and reveal that most of the relevant research was conducted quantitatively with a focus on types and levels of parental involvement as well as particular applied parental involvement models. Besides that, the researchers utilise multiple conceptualisations of parental involvement including home-based and school-based. This study suggests that more qualitative research is needed to fully comprehend the many forms of parental involvement used by parents. It may also be beneficial for researchers to use the Malaysian Ministry of Education’s Parents/Caregivers Toolkit as a framework or instrument to investigate parental involvement to gain more relevant findings.

This paper highlights the findings from the research question, namely: “How do the participating parents work with their children at home?” This is a qualitative study involving seven participating parents of struggling readers of ESL in a Malaysian primary classroom. Interviews were conducted to obtain information from the participants and data was inductively analysed encompassing a co-construction of meaning between the participants’ expressions and researcher’s own interpretation. Two major themes emerged from the data namely involvement; and challenges. In this paper, the results of one of the main themes developed, that is challenges will be discussed. This paper focuses on three types of challenges reported by the participating parents of this study which are “parents and family factors”, “school and teacher factors” and “child factors”. The findings of this study suggest some implications for the system surrounding struggling readers in the Malaysian context including strengthening home-school relationship and establishing educational program for parents.

A systematic literature review (SLR) regarding parental involvement in children's ESL learning at the primary school level was carried out using electronic data searching. This review considered articles published in the last three years (2020–2022) from an electronic database, specifically SCOPUS. The paper summarizes previous research, examines the current literature, and suggests directions for future research. The results of this evaluation, which include the identification of ten relevant papers, show that the majority of the parental involvement studies were conducted qualitatively and focused more on home-based than school-based involvement. Besides that, reading activities were largely performed by parents to get involved in their children’s ESL learning followed by helping with homework. Several theories have been seen employed by studies shortlisted in this SLR namely Bronfenbrenner's Ecological Theory, Epstein Framework, Walker‘s Model of Parental Involvement, and Vygotsky's Sociocultural Theory. Bourdieu Social Classes Theory and Asset-based Framework. The findings of this review suggest that for children to benefit most from reading, parents should obtain a better understanding of effective reading strategies. Additionally, more studies are needed on school-based parental involvement to get more insights into implementing home-school partnerships for better student educational outcomes.