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Evaluating Marungko and Fuller Approach in Teaching Remedial Reading: Its

Impact to Struggling Readers in Pantad Elementary School

An Action Research Proposal

Submitted to
The Division Research Committee,
Division Zamboanga del Sur
Dao, Pagadian City

Submitted by:

MERCEDITA S. SESE
Pantad Elementary School
Dumalinao District
mercedita.sese@deped.gov.ph
09504076609
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I. Context and Rationale

Reading plays vital role in the teaching-learning process. It is indispensable in every

learner’s academic development. At an early level, pupils are immersed to different letters and

texts that enhance their cognitive capability. Most of the classroom activities and task

performance in all subject area require the pupils to read. Pupils in school are mandated to

acquire reading skill that will help them to understand their lessons. Reading reflects how pupils

decode every word, how they pronounce, sounded and interpret every letter combination.

Reading and understanding the word meaning correctly, indicate that learning has taking place.

Teachers nowadays are doing their best to maximize the learner’s potentials. Aside from

the provided strategies, teachers seek and initiated pedagogical innovations through the help of

the 21st century methods and techniques. Downloaded reading materials were produced and

utilized to help pupils with reading difficulties. But despite of the efforts done by the teachers, a

number of struggling readers were noted and identified by the remedial teacher from grades 2 to

grade 6 for this school year 2019-2020.

Mrs. Jatottee R. Sabuero, the school kindergarten teacher was an itinerant teacher

reporting to San Agustin Elementary School in the morning and in Pantad Elementary School in

the afternoon. Early in January 2020, upon receiving an order from the district supervisor, a

local paid teacher took over her class in the other school thus making her to report in her mother

school the whole day. She has regular meeting with her kindergarten class in the morning and

spent the whole afternoon as care for non-reader (CNR) teacher. Teachers from grade 2 to grade

6 were then asked to send their identified struggling readers to the kindergarten room for one

hour every afternoon.

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Specifically, a total of 24 struggling readers were admitted in the CNR sessions. At first

meeting, the teacher let them read a simple and short passage one by one. To her surprise,

some struggling readers even in higher grade level can hardly read those simple words and

phrases. There are those who even can’t spell their own name. Some can only read single word,

and worst can’t even decode words that should be learned in their respective grade level.

Hall, L. A. (2004), stated that students who have reading disabilities or are struggling

readers can face a variety of challenges when reading expository texts in schools. While

students in these categories have their own unique strengths and weaknesses, each tends to have

similar problems when attempting to comprehend texts in the content areas of mathematics,

science, and/or social studies. In the actual learning context, these struggling readers will not be

able to understand the concepts and they will fail to attain the learning competencies expected

to them because of lack of skill in reading. In addition, Tovani (2000), defines two types of at

risk readers most often encountered at the high school level. Resistive readers are those who

choose not to read; word callers are those who can decode words, but cannot derive meaning or

apply critical thinking to what has been read. As a result, words often become obstacles rather

than bridges to understanding.

As cited in Lovett, M. et al. (2012), (Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg,

2001) stressed that struggling readers frequently exhibit sizeable gaps in their decoding abilities

and letter–sound knowledge. Persistent deficits in basic word identification skills require direct

remediation of phonologically based reading skills, systematic and explicit instruction in letter–

sound and letter cluster–sound mappings, and reinforcement of word identification learning

through ample text reading practice using controlled decodable reading vocabulary.
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Struggling readers do exists in almost public elementary school nowadays despite

teachers efforts to teach them the best way they can. Pantad Elementary School is not exempted

in having these learners that exhibits reading difficulty even in higher grade level. With the

purpose of helping these pupils, this kind of research came to the researcher’s mind and

eventually came into birth.

II. Action Research Questions

The researcher focused her research on the impact of using marungko and fuller

approach method in teaching remedial reading to help those identified struggling readers of

Pantad Elementary School. This research attempts to answer the following questions.

1. What is the level of reading performance of the participants before the implementation of the

marungko and fuller approach as intervention in teaching remedial reading based on their first

pre-test examination?

2. What is the level of reading performance of the participants after the implementation of the

marungko and fuller approach as intervention in teaching remedial reading based on their first

post-test examination?

3. Is there a significant difference between the performance of the participants in their pre and

post assessment in reading?

4. What are the difficulties encountered by the teacher in implementing the marungko and fuller

approach in teaching remedial reading?

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III. Proposed Innovation, Intervention and Strategy

IV. Action Research Methods

Purposive sampling will be utilized in the research. After gathering and finalizing the

reading pre-assessment data, only the bottom 15 which belong to frustration level in reading

will be included as participants of the study. They will constitute the experimental group.

Another 15 pupils from grade two to grade three which belong to instructional level will be

assigned as the control group. It connects to the purpose of the research because only those

pupils who belong to frustration level will be immersed in the remedial reading program using

the marungko and fuller approach method as reading intervention.

a. Participants and/or Other Sources of Data and Information

The participants of this research will be the identified elementary pupils who are

struggling readers which belong to frustration level in reading from grade two to grades six for

the school year 2020-2021.

b. Data Gathering Methods

This research will start collecting data and other relevant information this June 2020.

Pre-assessment of reading (Phil-IRI) will be conducted after the final preparation and printing

of the reading intervention to be used in the remedial reading session. Analysis of pre-

assessment collected will be done and recorded before the official implementation of the
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intervention. The implementation will be done for three months every Monday to Friday within

one hour. Early in October will be the conduct of the post assessment test in reading. Data

analysis will followed upon making the finalization and submission of the research in the final

week of October 2020.

c. Data Analysis Plan

For the Quantitative part:

Data was analyzed by computing the percentage and frequency to know the difference

of the reading level of performance between the pre-assessment and post assessment before and

after of the implementation of the intervention.

For the Qualitative part:

The actual interview was analyzed in connection with the research questions.
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V. Action Research Work Plan and Timelines

Activities Target Dates Persons Involved

Inform the school head and the supervisor
about the action research to be undertaken March 2020 Researcher
through written communication
Inform the co- teachers, parent and pupils
about the action research to be undertaken March 2020 Researcher

Orientation of the pupils regarding the

research March 2020 Researcher

Preparation of printed intervention April2020 Researcher

Researcher, participants,
Conduct of Phil-Iri (Pre-test) June 2020
Remedial Teacher,
July –
Actual implementation and observation of Researcher, participants,
September
the research intervention Remedial Teacher
2020
Researcher, participants,
Conduct of Phil-Ire (Post-test)
Remedial Teacher
Perusing, analysing and interpreting the data October 2020
collected Researcher

Action Plan formulation October 2020 Researcher

Preparation of final research outcomes and October 2020
submission Researcher
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VI. Cost Estimates

General Description Quantity Unit Unit Price Total Cost

Short Bond Paper 1 rim 285.00 285.00
Short Folder 2 pcs 18.00 36.00
Ball Pen 2 pcs 25.00 50.00
Pencil 2 pcs 5.00 10.00
Eraser 1 pc 20.00 40.00
Stapler 1 Pc 200.00 200.00
Sharpener 1 pc 15.00 15.00
Staple Wire 1 Box 100.00 100.00
Portfolio/Envelope 1 pcs 300.00 300.00
Fastener 2 pcs 3.00 6.00
Ruler 1 Pc 35.00 35.00
Flash Drive 1 pc 400.00 400.00
Laminating Film 1 Roll 1000.00 1000.00
Encoding and
searching of related 500.00 500.00
literatures
Printer Ink 2 Tubes black ink 200.00 400.00
Printer Ink Tubes colored ink 250.00 500.00
Printing of
25 Sets 100.00 2500.00
Interventions
Wifi Load 1 pc 1000.00 1000.00
Fare and Other
500.00 500.00
incidental Expenses
Total 7,877.00
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VII. References

Castro, Custodio et al. (De La Salle University –Manila, December 2013) “IMPROVING
TEACHER INSTRUCTION OFADDITION OF DISSIMILAR FRACTIONS THAT
INTEGRATES LESSON STUDY” [online]
https://www.academia.edu/9214883/IMPROVING TEACHER INSTRUCTION OF
ADDITION OF DISSIMILAR FRACTIONS THAT INTEGRATES LESSON STUDY

Charalambous, Delaney, et al (2010) “A comparative analysis of the addition and subtraction

of fractions in textbooks from three countries. Mathematical thinking and learning 12
(2), 117-151.” [online] http://seandelaney.com/wp-
content/uploads/2013/11/Charalambous-et-al-2010-A-comparative-analysis-of-the-
addition-and-subtraction-of-fractions.pdf

De Leon, K. (2017) “Flipping for Fractions: An Action Research Project”

https://scholarspace.manoa.hawaii.edu/bitstream/10125/45555/690%20-
%20Final%20Paper%20-%20Scholarspace%20-%20de%20Leon.pdf [online]

Duzenli-Gokalp, Sharma, Manjula Devi (2006) “A study on addition and subtraction of

fractions: The use of Pirie and Kieren model and hands-on activities” [online]
https://www.researchgate.net/publication/248607324 A study on addition and
subtraction of fractions. The use of Pirie and Kieren model and hands-on activities
[accessed Sep 17 2019].

Lestiana, H.T. (2014) “PROMOTING STUDENT’S UNDERSTANDING OF THE ADDITION OF

FRACTIOS” [online]
http://www.fisme.science.uu.nl/en/impome/theses_group_2013/thesis_Rani.pdf

NATIONAL CENTER ON INTENSIVE INTERVENTION. (2014). “Computation of Fractions.

Washington, DC: U.S. Department of Education, Office of Special Education Programs,
National Center on Intensive Intervention.” [online]
https://intensiveintervention.org/sites/default/files/Computation_of_Fractions_508.pdf