Reading Performance of The Grade II Pupils in the Different Teaching Approaches

Joann  T. Mara,

Reading Performance of The Grade II Pupils in the Different Teaching Approaches

Discipline: Education

Abstract:

This study aimed determine the level of reading performance of 210 Grade 2 pupils of Sta. Cruz District, Division of Zambales using Marungko Reading Approach and Phonic Reading Approach. The researcher utilized a quantitative descriptive research design and comparative study which helped the researcher collect information that best describe the existing problem by asking respondents of their perceptions about the strategies of teachers in improving the reading preparedness of Grade 2 pupils during modular distance learning. The study revealed that the level of pupils’ reading performance using the Marungko Reading Approach was outstanding while excellent in the use of Phonic Reading Approach was excellent. The level of pupils’ reading difficulty using both the Marungko Reading Approach and the Phonic Reading Approach was very easy. The level of pupils’ reading performance using the Marungko Reading Approach and Phonic Reading Approach has no significant difference. The level of pupils’ reading performance using both the Marungko Reading Approach and the Phonic Reading Approach has significant relationship to their academic performance in English and Filipino. Based on the summary of the investigations conducted and the conclusions arrived at, Teachers use the Marungko Reading Approach and Phonic Reading Approach to improve the reading performance of pupils. Teachers should develop reading program and activities responsive to pupils who are facing difficulty in reading using the Marungko Reading Approach and Phonic Reading Approach. Teachers should seek support from stakeholders for the provision of reading materials appropriate to the garde of pupils. A follow up study may be conducted to validate the results of this research by extending the study in other schools or districts. Teachers should develop reading materials such as strategic intervention material appropriate to the level of pupils using the Marungko Reading Approach and Phonic Reading Approach.

References:

Abulencia, A. S. (2012). School-based man-agement: A structural reform interven-tion. The Normal Lights, 6(1).
Arias, M. L. (2020). Orton-Gillingham ap-proach: Home connections (Doctoral dis-sertation, Electronic version published by Vancouver Island University).
Bañez, R. M., & Urayan, M. T. M. (2019). Un-packing pupils’ reading ability: Examin-ing the effect of Marungko approach-based intervention program for non-reader Pupils. International Journal of Recent Innovations in Academic Re-search, 3(2), 60-66.
Boltron, M. T., & Ramos, A. L. (2021). Improv-ing beginning reading literacy through Marungko approach. ASEAN Journal of Basic and Higher Education, 5, 1-12.
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. org, 1(2), 73-89.
Dessemontet, R. S., de Chambrier, A. F., Marti-net, C., Meuli, N., & Linder, A. L. (2021). Effects of a phonics-based intervention on the reading skills of students with in-tellectual disability. Research in Develop-mental Disabilities, 111, 103883.
Ehri, L. C., & Flugman, B. (2018). Mentoring teachers in systematic phonics instruc-tion: Effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their stu-dents. Reading and Writing, 31, 425-456.
Gedfie, M., & Negassa, D. (2018). Parental in-volvement in the education of their chil-dren with disabilities: The case of prima-ry schools of Bahir Dar City Administra-tion, Ethiopia. East African Journal of So-cial Sciences and Humanities, 3(2), 43-56.