Reading Performance of Grade 1 Learners using Marungko Approach
Abstract
This study determined the level of reading performance of forty-one (41) Grade 1 Learners using the Marungko Approach in Parsolingan Elementary School for the school year 2019-2020. It employed a descriptive-correlation design. In gathering the data, a researcher-made questionnaire and reading performance evaluation were given to the respondents. Descriptive Statistics and Spearman, Point-Biserial Correlation were used to treat the data gathered. Results showed that the level of reading performance of Grade 1 learners using the Marungko Approach was very satisfactory with an overall weighted mean of 16.629 along phonemic awareness, reading in isolation, reading in context and reading comprehension. A slightly strong relationship existed between the reading performance of the Grade 1 learners and the profile variable on mother schedule in teaching reading. The researcher recommends that teachers provide a list of reading-related Youtube links to the parents of Grade 1 learners; plan and schedule a day to visit municipal or barangay library as part of an off-campus activity; consider seeking support from stakeholders for the provision of reading materials appropriate to the level of Grade 1 learners; develop reading program and activities responsive to the Grade 1 learners facing difficulty in reading and use Marungko Approach as an early reading instruction and intervention to Grade 1 learners.
References
Education for All. (2014). EFA global monitoring report 2013/4. Montreal:UNESCO
Abadzi, H. (2012). Efficient learning for the poor: Insights from the frontier of cognitive neuroscience. Washington, DC: World Bank.
Abadzi, H. (2017). “Turning a molehill into a mountain? How reading curricula are failing the poor worldwide. Prospects, 1-14.
Republic Act No. 10157. Kindergarten Education Act. Retrieved from www.officialgazette.gov.ph
DepEd Memo 244 s. 2011, DepEd Complex,Meralco Avenue, Pasig City
Experts Assess Early Grade Reading Assessment Results (2014). Retrieved from www.seameoinnotech.org
Fe’ Josefa G. Nava, Felicitas E. Pado and Leonor A. Diaz. (2017). The Philippine- Informal Reading Inventory 2016: Pupils’ Performance In Filipino and English Across Mother Tongues.
Presented at the National Conference on Research in Teacher Education (NCRTE) 2017, November 9-11, 2017.
DepEd Memo 93 s. 2013, Division of Misamis Oriental, Cagayan De Oro City
De Belen, D. (2017).Using Marungko Approach in Beginning Reading. Retrieved from Udyong.gov.ph/index.php?option=com_conten t&view=article&id=9272:usingmarungko- apporach-in-beginning- reading&catid=90&Itemid=1267
Bañez, Richard Mendoza and Ma. Teresa Masangkay Urayan. (2019). Unpacking Pupils’ Reading Ability: Examining the Effect of Marungko Approach-Based Intervention Program for
Non-Reader Pupils. International Journal of Recent Innovations in Academic Research, 3(2):60-66.
Gray, A., & McCutchen, D. (2006). Young readers’ use of phonological information: Phonological awareness, memory and comprehension. Journal of Learning Disabilities, 39(4), 325-333. Retrieved from http://dx.doi.org/10.1177/00222194060390040 601
Ehri, L., Nunes, S., Willows, D., Schuster, B., Yaghoub-Zadeh, A., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national
reading panel’s meta-analysis. Reading Research Quarterly, 36(3), 250-287. Retrieved from http://dx.doi.org/10.1598/RRQ.36.3.2
Bejiga, L. (2017). 10 Minute Daily Reading Habit ng mga Bulilit: Kindergarten Reading Readiness Intervention Program in El Salvador City Central School. Division of El Salvador City. Region X. Philippines.
Echaure, J & Vilma D. Torno. (2017). Developing the Reading Literacy among Grade I Learners in the Philippines. International J. Soc. Sci. & Education 2017 Vol.7 Issue 2, ISSN: 2223-4934 E and 2227-393X Print
Buendicho.(2012). Lebel ng Kakayahan ng mga Mag-aaral sa Unang Baitang Pangkat Ilangilang ayon sa Pinadaling Paraan ng Pagbasa ni TYsel. Retrieved from http://www.academia.edu/11761940/Lebel_ng g_mga_Magaaral_sa_Unang_Baitang_Pangkat_IlangIlang_ayon_sa_Ang_Pinadaling_Paraan_ng_Pagbasa_ni_T Ysel Experts Assess Early Grade Reading Assessment Results (2014). www.seameo- innotech.
Davis, Y. Florelie Mae C. Datulayta, Jacklyn S. Dacalos, Bonifacio B. Cordova, Kenny A. Clerigo, Niescy E. Canoy, Reynaldo B. Inocian.(2016). Effective Teaching Practices in Handling Non Readers. Asia Pacific Journal of Multidisciplinary Research Vol. 4 No.3, 50-61 August 2016 PISSN 2350-7756 E-ISSN 2350- 8442. Retrieved from www.apjmr.com
Vlachos and Papadimitriou (2015). Effect of Age and Gender on Children’s Reading Performance: The Possible Neural Underpinnings. Retrieved from www.tandfonline.com
Buendicho. (2012). Lebel ng Kakayahan ng mga Mag-aaral sa Unang Baitang Pangkat Ilangilang ayon sa Pinadaling Paraan ng Pagbasa ni TYsel. Retrieved from http://www.academia.edu/11761940/Lebel_ng_Kakayanan_sa_Pagbasa_ng_mga_Magaaral_sa_Unang_Baitang_Pangkat_IlangIlang_ayon_ sa_Ang_Pinadaling_Paraan_ng_Pagbasa_ni_TYsel
Wheldall, K., & Limbrick, L. (2010). Do more boys than girls have reading problems? Journal of Learning Disabilities, 43, 418- 429.10.1177/0022219409355477
Buendicho.(2012). Lebel ng Kakayahan ng mga Mag-aaral sa Unang Baitang Pangkat Ilangilang ayon sa Pinadaling Paraan ng Pagbasa ni TYsel. Retrieved from http://www.academia.edu/11761940/Lebel_ng_Kakayanan_sa_Pagbasa_ng_mga_Magaaral_sa_Unang_Baitang_Pangkat_IlangIlang_ayon_ sa_Ang_Pinadaling_Paraan_ng_Pagbasa_ni_T Ysel
Westerlund, M, & Lagerberg, D. (2008). Expressive vocabulary in 18-month- old children in relation to demographic factors, mother and child characteristics, communication style and shared reading. Child Care Health Development, 34, 257–266.
Egalite, A. (2016). How Family Background Influences Student Achievement. Spring 2016 / VOL. 16, NO. 2. Retrieved from https://www.educationnext.org/how-familybackground-influences-student-achievement/
Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of youth and adolescence, 45(6), 1053-1064.
Mwangi, J. (2018). Parental Involvement in Reading: Does involvement translate to Performance in Kiswahili comprehension among elementary pupils in Kenya? International Journal of Scientific and Education Research Vol. 2, No. 02; 2018. Retrieved from
Lumapenet, H. & Andoy, N. (2017). Influence of the Family on the Pupils’ Reading Performance. 7th CEBU International Conference on Civil, Agricultural, Biological and Environmental Sciences (CABES-17) Sept. 21-22, 2017 Cebu (Philippines)
Caroll, C. (2013). Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills. University of Wisconsin-Milwaukee. UWM Digital Commons Theses and Dissertations. Paper 230.
Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review
