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EFFECTIVENESS OF MARUNGKO AND FULLER APPROACH TO GRADE-V NON-

READER PUPILS OF TANZANG LUMA ELEMENTARY SCHOOL Researchers

Thesis · November 2021

DOI: 10.13140/RG.2.2.25436.10889

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 EFFECTIVENESS OF MARUNGKO AND FULLER APPROACH TO
GRADE-V NON-READER PUPILS OF TANZANG LUMA
ELEMENTARY SCHOOL

Researchers: Roqueline D. Berdera

Mariejade D. Accad

Marissa D.O. Agco

In Partial Fulfilment of the School-Based Basic Research Program of the

Division of Imus City
 ABSTRACT
The purpose of this study was to determine an effective remedial reading
method for the Grade-V Non-Reader pupils of Tanzang Luma Elementary School.
The study made use of the purposive experimental method of research to identify the
effectiveness of a reading approach .To determine the effectiveness of the Marungko
and Fuller Approach to the Grade-V Non-Reader pupils the data were gathered,
organized, tallied, and tabulated. The data from the pretest and posttest were treated
using the following statistical treatment, standardized Phil-Iri Formula of the Word
Recognition, Comprehension to identify the Reading level of the respondents. To
consider the data gathered and analysis and its interpretation, some
recommendations are; the school may implement a Reading Remedial Session that
utilizes the Marungko Approach as a Standardized tool to Non-Reader pupils of
Tanzang Luma Elementary School. Consider the Marungko Approach as a tool for
the Reading Remediation as one of the best practices in school and can be shared
to the partner schools in implementing the said practice. Marungko Approach is the
method used is called "phono syllabic". It emphasizes the teaching of correct single
sounds and the handling of these sounds into syllables or words; rather than the
teaching of the alphabet (abakada). Fuller Approach approach is a combination of
the alphabet, phonics and whole methods of teaching word recognition. The
technique requires that the beginning reader should have first the following; Mastery
of the names and shapes of the letters of the alphabet. Hence, this study looks
forward to a better school.

keywords: Marungko, Fuller Approach, non-reader,

 ACKNOWLEDGEMENT

The completion of this study may not be possible without the heartfelt support
of the people around. Without the support and effort of others, this task would not
have been capable of completing. To those who have helped us through this
process, we dedicate the finished study.

We are ever grateful to the faculty and staff of Tanzang Luma Elementary
School for the permission to let us handle the study with full understanding and
support.

To the Grade-V advisers of Tanzang Luma Elementary School, for the time
they gave us during the Three- week Reading Intervention. For allowing the pupils
to participate daily and also encourage the respondents not to be absent.

We are also most thankful to Maam Marissa D.O. Agco, for her undying
support that she gave us during the conduct of the study. Her appreciation is our
motivation to pursue and finish the said study.

Lastly, we thank our family. We would not have had the strength to finish
what we had started if it had not been for their support and love. All of the sacrifices
they have made for us do not go unknown. They are each appreciated and humbly
accepted as acts of love.

We hope you have all gained from this process as much as we have. Thank
you.
 THE PROBLEM AND ITS BACKGROUND

The early identification of students who are at risk for future reading failure is

the key to appropriately placing them into interventions. However, once these

students are identified and placed in an intervention setting, it is important for

educators to know if the selected method of remediation improves students’ reading

comprehension, fluency and overall reading ability.

Essentially, teachers believe that the most effective way to address the

needs of at risk readers is ability grouping, as employed in this specific intervention.

In fact (ELLN) Early Language Literacy and Numeracy is strictly implemented in each

division to ensure that learners from Kinder to grade three can fully acquire the

reading ability. Most teachers believe in early identification and remediation of

students having difficulty with reading and remediation of struggling readers through

Fuller or Marungko Approach.

The Marungko Approach is the method used is called "phono syllabic". It

emphasizes the teaching of correct single sounds and the handling of these sounds

into syllables or words; rather than the teaching of the alphabet (abakada). The

names of the letters of the alphabet are not taught until all the sounds have been

mastered in association with their form. On the other hand, the Fuller approach is a

combination of the alphabet, phonics and whole methods of teaching word

recognition. The technique requires that the beginning reader should have first the ff:

Mastery of the names and shapes of the letters of the alphabet. Adequate
vocabulary so that the words used in the Fuller lessons will have meaning for the

reader. The examples given should start with a single consonant.

Developing Childs’ Reading Readiness is the major emphasis of early

elementary classroom instruction. When students fail to develop effective reading

strategies, classroom teachers seek effective interventions to improve a student’s

ability to read. Research conducted by Bufalino and Wang (2010) suggests that

effective remedial instruction occurs in a homogeneous small group or in a one-on-

one setting.

To say that one instructional method provides a perfect fit for students

requiring remedial instruction would be deceptive, as individuals in the SRA Reading

Mastery and Guided Reading research groups made gains in reading. In a perfect

world, no child would require remedial reading instruction. However, as educators

there is a need to consider those students who require additional support and

instruction in learning the skills necessary to read.

Existing research examining a variety of remedial reading methods available

to teachers tends to focus on the progress of students receiving remediation in

reading in addition to classroom instruction, compared with peers receiving

classroom instruction without additional support. However, few studies compare

groups of students receiving different reading remediation methods in addition to

classroom instruction. Consequently, this research may provide insight and

direction for teachers looking for a remedial reading program that may be offered in

addition to regular classroom setting. The goal is to try to ensure a recommendation

for a remedial program is based on research evidence rather than assumptions.

LITERATURE REVIEW
Learning Reading is one of the most critical parts of an individual that needs

to be developed. Learning reading begins at an early age stage of the child which

may come during the numbers of years of age. To transfer learning effectively, one

must possess strategies or approaches that will work out especially in teaching

reading. Some strategies or approaches that are widely used are the Fuller and the

Marungko Approach. Fuller approach is a method for reading and writing the English

Language by developing the learners’ phonemic awareness to identify and

manipulate phonemes in order to teach the correspondence between these sounds

and spelling patterns. Marungko Approach is designed to equip pupils with the

necessary materials to improve their achievement in reading.

The focus of this research is to compare students receiving intervention using

Marungko and Fuller approach receiving intervention, in order to determine the more

effective intervention method. This literature review examines: the structure of

various theories of reading acquisition and finally, theories of reading remediation

and the practical application of these remedial methods.

Theories of Reading Acquisition

A child’s knowledge of phonological structure is the central condition enabling

reading acquisition in an alphabetic system. Theories of reading acquisition differ in

their belief that reading development is a top down versus a bottom up process.

However, reading theories are generally framed with a similar belief that reading
evolves through a series of stages beginning with a non-reading stage and passing

through several stages of skill development.

In the book Stages of Reading Development, Chall described six stages of

development. Stage 0, up to age 6, is a pre reading stage that is characterized by

the growth in knowledge and use of spoken language. Increasing vocabulary, use of

words and syntax is apparent. Most children also acquire some knowledge of print at

this stage. They may, for example, learn the names of the letters of the alphabet and

learn to print their own name and some letters not in their names. Although much of

their reading may best be described as "pretend reading," most children do learn to

hold the book right-side up and turn the pages. Some may learn to point at a word.

Studies of Reading Interventions

In a similar manner, Ransford-Kaldon, Sutton-Flint and Ross (2011) studied

the effectiveness of a program called Levelled Literacy Intervention (LII). LLI is a

short-term, small-group, supplemental literacy intervention system designed for

students in grades K-2 who struggle with reading and writing. The study evaluated

the use of LLI in two U.S. school districts.

Vernon-Feagans et al. (2011) discovered that TRI can significantly improve

the basic word reading and comprehension skills of struggling readers in

Kindergarten and First Grade. They also found that TRI can actually help struggling

readers catch up to the progress of their peers.

Similarly, Denton et al. (2010) researched supplemental reading intervention

using the Response to Intervention (RTI) system. RTI is a method of academic

intervention used to provide early, systematic assistance to children who are having
difficulty learning. Their research focused on the question: (a) “Are there significant

differences in phonemic awareness, word identification, phonemic decoding,

spelling, reading comprehension, and oral reading fluency for first grade students at

risk for reading difficulties who receive the research intervention and those who

receive the reading instruction and intervention typically provided in their schools?”

Progress was measured using the Texas Primary Reading Inventory and the

Woodcock-Johnson III Letter-Word identification subtest. Denton et al. (2010) found

that students receiving supplemental reading intervention using the RTI system had

significantly higher outcomes than peers receiving typical school instruction on

multiple measures of reading. By the same token, Bufalino and Wang (2010)

showed the value of Reading Recovery interventions for at-risk learners in First

Grade. Reading Recovery is a school-based, short-term intervention designed for

children aged five or six, who are the lowest literacy achievers after their first year of

school. These children are often not able to read simple books or even write their

own name before the intervention. The intervention involves intensive one-to-one

lessons with a trained reading recovery literacy teacher for 30 minutes a day, for an

average of 20 weeks (Clay, 1993). In Bufalino and Wang’s (2010) study, progress in

literacy was measured using Clay’s Text Reading Level (TRL), a sub-task of An

Observation Survey of Early Literacy Achievement.

Bufalino and Wang (2010) found that the vast majority of students enrolled in

the program became more efficient and effective readers after a full series of

Reading Recovery lessons. Most of the students labelled as at-risk at the beginning

of the study went on to have high levels of literacy achievement by the end of the

academic year.
Cooke, Kretlow and Helf’s (2010) study assessed students at two schools using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) at the beginning of the

school year. Students identified as needing strategic or intensive support received

additional instruction. All students received core instruction while readers identified

as being at risk for reading failure also received small group instruction.

Cooke et al.’s (2010) data analysis indicated that kindergarteners who

received supplementary reading instruction throughout the school year outperformed

those who received just one semester of supplementary instruction in measures of

phonemic awareness and early decoding skills. Their findings suggested there may

be an advantage to starting reading intervention from the beginning of the

kindergarten school year as a way of ensuring strong performance in key early

literacy skills before first grade. In addition, they found that a number of readiness

skills could be addressed within the context of the supplementary lessons;

suggesting that waiting for students to be “ready” for supplementary reading

instruction may disadvantage students when it comes to academic progress.

Bruce (2010) conducted a quantitative study to determine if there was a

significant difference in reading comprehension and reading attitudes of fourth-grade

at-risk students before and after participating in Guided Reading instruction. The

teacher modelled and reading and comprehension strategies for the students to

implement when reading text. The students practiced these strategies during each

Guided Reading lesson and were encouraged to practice on their own. Reading

levels were determined using STAR Reading, a computerized assessment of reading

levels.
 Green (2010) concluded that student achievement gains in reading were

significantly greater over time for students in the Guided Reading treatment group

when compared with students in the SRA research group. The findings of this study

suggested that over time, a meaning-based instructional approach significantly

affected the reading achievement scores of struggling readers more than a skills-

based instructional approach.

RESEARCH QUESTIONS
This study is to determine the effectiveness of Marungko and Fuller approach in

teaching reading to the Grade-V, Non-Reader pupils of Tanzang Luma Elementary

School. It sought to answer the following questions:

1. What is the reading readiness level of the pupils prior to the use of 1.1

Marungko and 1.2 Fuller Approach?

2. What is the reading readiness level of the pupils after the conduct of the 1.1

Marungko and 1.2 Fuller Approach?

3. What are the learning developments of the pupils after the conduct of the said

Approaches?

4. How significant are these differences in the reading Readiness level before

and after the conduct of the two Approaches?

5. What suggestions can further be suggested to reinforce the Reading

readiness of the said subject?

SCOPE AND LIMITATION

Participants in this study were the Non-Reader Grade V pupils under the two

sections (Peace and Hope) of Tanzang Luma Elementary School, school year 2017-
2018. Respondents were seen as at-risk readers and had been identified as having

difficulty acquiring reading skills through the Phil-Iri Assessment. The researchers

come-up with two groups of Non-Reader pupils that will undergo a three-week rigid

remediation using the two varied reading interventions; Marungko and Fuller

Approach. Each Group of the pupils will have a different intervention within the span

of remediation. Thus every weekday, pupils were given at least 15-20 minutes of

their reading remediation using the two Approaches. Prior to the conduct of the

study, a pretest was given to identify the level of their Reading Readiness using the

standardized tool; Philippine Reading Inventory (Phil-Iri). Confidentiality between the

respondents and their identity is highly observed upon the conduct of the study. The

study examined the effectiveness of Marungko and Fuller Approach.

RESEARCH METHODOLOGY

The researchers made use of the purposive experimental method of research

to identify the effectiveness of a reading approach of a Grade-V Non-Reader pupils

of Tanzang Luma Elementary School with reference to three dimension levels in

reading namely; literal, evaluation and application. Hence, this research helped the

researchers to identify what approach will be used as a best intervention for the Non-

Reader pupils of the said school. The researchers used the Quasi-experimental

design since the study was entitled the effectiveness of Marungko and Fuller

Approach to the Grade- V Non-Reader pupils.

Data Sampling

The researchers made use of the Grade-V Non-Reader pupils of TLES. The

purposive experimental sampling is done through the advisers’ assessment of the

pupils in the recent Philippine Informal Reading Inventory of the school. The
researchers use the First group as an Experimental Method that consists of 4 boys

Non-Reader pupils and 1 girl Non-Reader. While the Control group also consists of

4 boys Non-Reader pupils and 1 girl Non-Reader pupil. All of them were from the two

sections of the Grade-level of Tanzang Luma Elementary School.

Data Collection

After the approved permit from the schools’ principal, the researchers proceed to the

conduct of the study that started from the pretest and followed by the three weeks

remediation of the two groups namely; the experimental and control group through

the use of Marungko and Fuller Approach , afterwards the Posttest was given to the

respondents.

To determine the effects of the Marungko and Fuller Approach to the Grade-V Non-

Reader pupils the data were gathered, organized, tallied, and tabulated.

The data from the pretest and posttest were treated using the following

statistical treatment.

To find out if there was a significant difference in the performance of the

students in the two groups, the researchers use the following data:

Word Recognition:

WR= M/Nx100=% of Miscues

% of correct= 100% - % of Miscues

Where:

M= Miscues
 N= number of words

WR= Word Recognition

Comprehension:

C= NCA/ NWx100%

Where:

NCA= Number of Correct Answers

NW= Number of Words in the passage

C= Comprehension

In addition, the researchers also utilized the Phil-Iri table of Criteria in

Oral Reading and Interpretation of it.

Phil-Iri Oral Test Criteria

LEVEL WORD RECOGNITION COMPREHENSION

INDEPENDENT 97%-100% 80%-100%

INSTRUCTIONAL 90%-96% 59%-79%

FRUSTRATION 89%-50% 58%-30%

NON-READER 49%-BELOW 29%- BELOW

INTERPRETATION OF ORAL TEST RESULTS

WORD RECOGNITION COMPREHENSION READING LEVEL

INDEPENDENT INDEPENDENT INDEPENDENT

INDEPENDENT INSTRUCTIONAL INSTRUCTIONAL

INDEPENDENT FRUSTRATION FRUSTRATION

INSTRUCTIONAL INDEPENDENT INDEPENDENT

INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL

INSTRUCTIONAL FRUSTRATION FRUSTRATION

FRUSTRATION INDEPENDENT FRUSTRATION

FRUSTRATION INSTRUCTIONAL FRUSTRATION

FRUSTRATION FRUSTRATION FRUSTRATION

NON-READER LISTENING CAPACITY NON-READER

DISCUSSION OF RESULTS AND RECOMMENDATIONS

This part of the research presents the analysis and interpretation of data

gathered during the conduct of the research. Statistical technique was employed to

reveal the data needed to formulate sound conclusions. The data gathered were

presented in the order of the questions as presented in Chapter 1 of this paper.

These include the pretest and posttest performance of the respondents before and

after the conduct of the Marungko and Fuller approaches, In relation to what was

cited in the Literature Review of Bufalino and Wang (2010) .

Reading Level of the Respondents during the Pretest of 1.1 Marungko and 1.2

Fuller Approach

This part presents the Pretest performance of the pupils. Table 1.1 and table 1.2

show the Word Recognition and Comprehension percentage of the respondents

during the conduct of the pretest. On the other hand table 1.3 shows the Pretest

frequency and percentage count of Marungko and Fuller Approaches.

Table 1.1 PRETEST Marungko Approach

Respondents Score Reading Level

Word Recognition Comprehension

A 17% 0% Non-Reader

B 59% 0% Non-Reader

C 1% 0% Non-Reader

D 63% 60% Frustration

E 75% 60% Frustration

Table 1.1 Shows that 3 of the Respondents are Non-Readers who got 0% in their

comprehension and very low percentage in their Word Recognition. Two out of five

fall under Frustration, who both got 60% of their comprehension and between 63%-

75% in the Word Recognition.

Table 1.2 PRETEST Fuller Approach

Respondents Score Reading Level

Word Recognition Comprehension

A 39% 40% Frustration

B 47% 20% Frustration

C 4% 0% Non-Reader

D 7% 0% Non-Reader

E 5% 0% Non-Reader

Table 1.2 shows the pretest result of Fuller Approach. Three out of Five

Respondents belong to Non-Reader which obtains 0% Comprehension and between

4%-7% in the Word Recognition. Two Respondents belong to Frustration with 40%

and 20% Comprehension respectively, and between 39%-47% Word Recognition.

Table 1.3 Pretest Reading Performance Level of the Respondents in Marungko

and Fuller Approach

This table contains the computed Frequency and Percent of Marungko and Fuller

Approaches during the conduct of the Pretest.

Reading Marungko Fuller

Level
Frequency Percent Frequency Percent

Independent 0 0 0 0

Instructional 0 0 0 0

Frustrated 2 40 2 40

Non-Reader 3 60 3 60

Total 5 100 5 100

Table 1.3 shows the Equal number of Respondents Reading level during the conduct

of the Pretest. Three respondents fall under Non-Reader and 2 of them belong to

the Frustration level.

Reading Level of the Respondents during the Posttest of 1.1 Marungko and 1.2

Fuller Approach

This part presents the Posttest performance of the pupils. Table 1.4 and table 1.5

show the Word Recognition and Comprehension percentage of the respondents

during the conduct of the posttest. On the other hand table 1.6 shows the Posttest

frequency and percentage count of Marungko and Fuller Approaches.

Table 1.4 POSTTEST Marungko Approach

Respondents Score Reading Level

Word Recognition Comprehension

A 54% 71% Frustration

B 87% 100% Independent

C 40% 86% Frustration

D 91% 71% Instructional

E 96% 86% Independent

 Table 1.4 shows the result of the posttest that contains 2 frustrated respondents

which obtains the range of 40%-54% in their Word Recognition and 71%-86% in

their Comprehension , 2 independent respondents which contains 87%-96% in their

Word Recognition and 86%-100% of their Comprehension.

Table 1.5 POSTTEST Fuller Approach

Respondents Score Reading Level

Word Recognition Comprehension

A 47% 71% Frustration

B 45% 57% Frustration

C 7% 71% Non-Reader

D 22% 57% Frustration

E 5% 43% Non-Reader

Table 1.5 shows the result of the posttest of the Fuller Approach. Three of the

respondents were under Frustration, which contains the range of 22%-47% of the

Word Recognition, 57%-71% Comprehension and Two of them were still in Non-

Reader pupils.
Table 1.6 Posttest Reading Performance Level of the Respondents in

Marungko and Fuller Approach

This table contains the computed Frequency and Percent of Marungko and Fuller

Approaches during the conduct of the Posttest.

Reading Marungko Fuller

Level
Frequency Percent Frequency Percent

Independent 2 40 0 0

Instructional 1 20 0 0

Frustrated 2 40 3 60

Non-Reader 0 0 2 40

Total 5 100 5 100

Table 1.6 shows that in the Marungko Approach there was an improvement of the

respondents’ reading ability with 2 independent readers, 2 frustrated and 1

instructional. On the other hand, in Fuller Approach there was a minimal

improvement of the reading ability of the pupils. Three of the respondents were

Frustrated and 2 were still a Non-Reader.

Comparison of Marungko and Fuller Approach during the Pretest.

This part shows the graphical presentation of each Reading Approach used in the

three-week Remediation Process.

Table 1.7 PRETEST POSTTEST GRAPH FOR MARUNGKO APPROACH

1.2
INDEPE
NDENT

R
E 1
A
INSTRUCTIONAL

D 0.8
I
N 0.6 Pretest
FRUSTRATED

G
Postest
0.4
L
E 0.2
V
READER
NON-

E
0
L A B C D E

RESPONDENTS

The table clearly shows that there was a difference of the respondents reading level

before the conduct of the remediation and after. The percentage of the pretest and

the posttest widely shows the effectiveness of Marungko approach as a tool in the

reading remediation of the experimental group of the said study.

At least 1 to 2 levels of improvement of the respondents in their Reading readiness.

Table 1.8 PRETEST/POSTTEST GRAPH FOR FULLER APPROACH

4.5
INDEPENDEN

4
T

3.5
3
INSTRUCTIONAL
READING LEVEL

2.5
Pretest
2
FRUSTRATED

Postest
1.5
1
NON-READER

0.5
0
A B C D E
RESPONDENTS

Table 1.2 shows the data of the Pretest/Posttest result of the Fuller Approach. The

table shows that there was a little progress of the respondents after the conduct of

the Fuller approach. Only two of the respondents step up to the next reading level

thus the other three respondents remain the same.

To consider the data gathered and analysis and its interpretation, the researchers

therefore gave some recommendations as mentioned below.

1. The school must implement a Reading Remedial Session that utilizes the

Marungko Approach as a Standardized tool to Non-Reader pupils of Tanzang Luma

Elementary School.
2. Consider the Marungko Approach as a tool for the Reading Remediation as one

of the best practices in school and can be shared to the partner schools in

implementing the said practice.

DISSEMINATION AND ADVOCACY PLANS

School-Based Implementation School-Based Activities

LAC-Session The researchers will conduct a LAC

session in preparation and planning

of the implementation of the

Marungko as a tool in the Reading

Remediation.

First Quarter Implementation Implementation of the Marungko as

a tool of Remedial Reading

(June-August)

Second Quarter Continuous remediation/

Intervention
(August-October)

Assessment Feed backing

LAC-Session One of the best Practices of the

school.

Planning for a continues and better

 implementation of the program

FINANCIAL REPORT

No. Description of Particulars Unit Price Total Price

1 2 pcs. Hard Bound Bookbinding P 200.00 per P 400.00

Hard Bound

2 Food /Token for the Statistician P 500.00 P 500.00

4 Printing of Documents, Supplies, and P 5000.00 P 5000.00

Instructional Materials

5 Transportation P 1000.00 P 1000.00

GRAND TOTAL COST P 6,900.00

 REFERENCES

(Eurydice Network, 2011)

Bufalino and Wang (2010), Reading Recovery Interventions

Chall, Stages of Reading Development

Ransford-Kaldon Sulton-Flint and Ross (2011) Effectiveness of Levelled Literacy

Intervention (LII)

Hedrick, Ginsbergard Amendum (2010)

Vermon-Feagans et al (2011) Targeted Reading Intervention

Denton et al (2010) Response to Reading Intervention System

(Clay, 1993)

Cooke, Kretlow and Helfs (2010), Dynamic Indicators of Basic Early Literacy Skills

Bruce (2010), Significant Difference in Reading Comprehension and Reading

Attitudes

Green (2010), Efficay of SRA Reading Mastery Intervention

Cayanan (2016)

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