1

Improving the Reading Skills of Grade 1 Poor-

Reader Pupils of Our Lady of the Pillar College

San Manuel Incorporated through Fuller Approach

----------------------------

An Action Research

Presented to the Faculty and Staff of

Our Lady of the Pillar College-San Manuel

Incorporated

San Manuel, Isabela

-----------------------------

In Partial Fulfillment for the Requirements in the

Course

Bachelor of Elementary Education

For the School Year 2021-2022

Terrence Jay D. Mateo

Reyjhun G. Callejo
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TABLE OF CONTENTS

Chapter I- Problem and its Background

Introduction …………………………………………………………………… 4

Theoretical Framework …………………………………………… 11

Conceptual Framework ……………………………………………… 15

Research Paradigm ……………………………………………………… 16

Statement of the Problem …………………………………… 17

Assumptions ……………………………………………………………………… 18

Significance of the Study ………………………………… 19

Scope and Delimitation ………………………………………… 21

Definition of Terms ………………………………………………… 22

Chapter II- Review of Related Literature and

Studies

Foreign Literature …………………………………………………… 25

Foreign Studies …………………………………………………………… 27

Local Literature ………………………………………………………… 29

Local Studies ………………………………………………………………… 31

Chapter III- Research Methodology

Research Design …………………………………………………………… 34

Research Locale …………………………………………………………… 35

Respondents of the Study …………………………………… 35

Instrumentation …………………………………………………………… 35

Validation ………………………………………………………………………… 36

Data Gathering Procedure …………………………………… 37

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Statistical Treatment …………………………………………… 38

Data Analysis ……………………………………………………………… 39

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction
Reading is one of the most essential

fundamental skills needed to be developed at an

early age. According to Carol Anne St. George,

EdD., “Reading is necessary for learning, so

instilling love of reading at an early age is the

key that unlocks the door to lifelong learning and

it helps grow their vocabulary and their

understanding about the world. Reading plays a

very important role in enhancing the minds of

young individuals, developing their “capacity for

focused attention” as well as their “imaginative

growth Aikat (2007). Reading is the process of

looking at a series of written symbols and getting

meaning from them. When we read, we use our eyes

to receive written symbols (letters, punctuation

marks and spaces) and we use our brain to convert

them into words, sentences, and paragraphs that

communicate something to us (Mei, 2017).

Reading is the basic tool of learning to become

functionally literate. "There is general consensus

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that in addition to varied language-and

literature-based activities, reading instruction

should include explicit and systematic instruction

in the basic skills that help students become

fluent, automatic readers” Corwin Press (2001). It

gives a speed summary of the main research and

instructional practices that can help all learners

achieve better reading levels. Word instruction,

spelling, vocabulary and concept development,

strategic reading, and text structure should all

be covered in the reading resources.

As of now, many children are failing in

reading, because of their low-level reading

skills. According to the study of Oxford Learning

(2019), difficulty with reading is a common

problem—about one in five people (including

children) struggle with reading in some way. And

since it is such an important skill, reading

difficulties can cause trouble in other areas of

learning, including writing, spelling, fluency,

and comprehension. These barriers make it very

hard for students to perform well in school and

often lowers self-esteem. Many students struggle

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with reading comprehension, and this can put a

serious strain on a child throughout all classroom

subjects. Because learning all academic content

requires reading in some form, students who

struggle with reading comprehension often fall far

behind their classmates academically in multiple

areas Lynch (2020). The Philippines ranked 79th in

reading, with an average of 340 against the OECD

average of 487. It claimed that many learners with

good reading practices have better reading skills

than those with poor information literacy skills.

This finding simply means that every learner

should develop a reading habit because it aids in

skill development. Reading during the early years

helps children in improving their other language

skills. Because reading habit and reading

motivation are viewed as characteristics that

contribute to the development of reading literacy

in children, it is critical that parents and

instructors take these two factors into account.

The difficulty in reading is evident specially

among elementary grades. Learners struggle to

properly pronounce and recognize letters,

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pronounce sounds of letters, sounds of words,

problems in comprehension etc. Reading

difficulties is defined as deficiency in a

person’s fluent use and comprehension of written

language (Farlex and partners 2009). Researchers

have identified three kinds of developmental

reading disabilities that often overlap but that

can be separate and distinct (1) phonological

deficit, (2) processing deficit, and (3)

comprehension deficit. Typical reading

difficulties of adolescents with mild disabilities

include problems with vocabulary, word

recognition, reading comprehension and reading

rate. When children have the ability to read

fluently, they can comprehend more of the subject

matter within a lot less time. They are able to

complete their lessons faster, and that helps them

to go through more topics or subjects in a given

time span, as compared to others. The perceived

causes of non-mastery of the elements of reading

are: no phonological awareness, non-mastery of

alphabet knowledge, non-mastery of phonics, poor

word recognition and vocabulary, poor fluency

skills, and lack of comprehension (Tomas, Villaros

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& Galman, 2021). Based on the findings of the

study conducted by Tomas, Villaros & Galman

(2021), it can be concluded that majority of the

learners were at the frustration level, hence, a

need for improvement of the reading level must be

considered in devising development plans for the

learners. Also, the perceived causes, origins and

attendant variables of the students’ reading level

were non-mastery of the elements of reading,

presence of learners-at-risk, and no culture of

reading.

Fortunately, there are ways to help struggling

students. Some schools used fuller approach as a

reading remediation to teach, monitor and assess

learners to read through the great participation

of their parents. Fuller approach is an example of

reading material that follows sequence of reading

activities. According to Blessing (2021), Fuller

approach is a combination of the alphabet, phonics

and whole methods of teaching word recognition.

Mastery of the names and shapes of the letters of

the alphabet. Adequate vocabulary so that the

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words used in the fuller lesson will have meaning

for the reader.

In regards to the Fuller approach, reading

activities depends on the cognitive ability of the

child based on the prescribe competencies to be

develop. The first technique is "the child has

mastery of the name and form of each alphabet. The

child can identify which letters are vowels and

which letters are consonants". Also, "the child

has mastery of the regular sounds of the

consonants", for the second techniques". The

following sequence is recommended in teaching the

consonant sounds. The sequence is based on the

frequency of the use of consonants in the English

language.

In this time of challenges amidst of the COVID-

19, providing access to quality education, teach

and assess learners on how to read is very

crucial. Changes in the education system must

adapt by the teachers to continue the teaching-

learning process. Through the use fuller approach

pupils are guided based from the provided reading

materials to be assisted by the parents as

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partners of the teachers in improving their

reading skills. Furthermore, pre and post

assessment is done through video call via

messenger, online class or phone calls to monitor

the progress of pupils on their reading skills

using standardized tool; Philippine Reading

Informal Reading Inventory (Phil-Iri). Phil-Iri

refers to the revised assessment tool composed of

a set of graded passages administered to the whole

class and to individual students, which was

designed to determine a student’s reading level.

It is used to assess pupil’s word recognition and

comprehension ability as well as reading speed are

informally assessed quantitatively and

qualitatively through stories and passages.

Moreover, this research may provide insights and

serve as suggestion for teachers who are looking

for a good reading remedial program that may be

utilized in addition to the new normal classroom

setting.

This is to strengthen the

Department of Education's existing programs in
line with uplifting the Reading capacity of the
Filipino youth. DO 18, s. 2017 — Guidelines on
the Utilization of the 2016 Every Child a
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Reader Program Funds for the Early Language,

Literacy and Numeracy Program: Professional
Development Component
This is to strengthen the
Department of Education's existing programs in
line with uplifting the Reading capacity of the
Filipino youth. DO 18, s. 2017 — Guidelines on
the Utilization of the 2016 Every Child a
Reader Program Funds for the Early Language,
Literacy and Numeracy Program: Professional
Development Component
This is to strengthen the
Department of Education's existing programs in
line with uplifting the Reading capacity of the
Filipino youth. DO 18, s. 2017 — Guidelines on
the Utilization of the 2016 Every Child a
Reader Program Funds for the Early Language,
Literacy and Numeracy Program: Professional
Development Component
This is to strengthen the Department of

Education's existing programs in line with

uplifting the Reading capacity of the Filipino

youth. DO 18, s. 2017 — Guidelines on the

Utilization of the 2016 Every Child a Reader

Program Funds for the Early Language, Literacy and

Numeracy Program: Professional Development

Component.

Theoretical Framework

According to the theory of Stages Reading

Development by Roser, the influence of Piaget on

her thinking, Chali has proposed a stages theory

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or scheme for describing new reading develops from

its primitive beginnings to its most mature and

highly skilled form. This implied that choosing of

reading materials are need to be developmentally

appropriate in their age and cognitive ability.

Foundation of basic reading in terms of alphabets,

word recognition and comprehension must take place

before undergoing complex reading materials. This

also supports the theory of spiral progression by

Jerome Bruner which learners are taught to read

basically, then it follows series of activities

but increasing in complexity for mastery.

In the book of 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. As we observe, children create

bubbling, cooing and produce other sounds that

serves as expression of their feelings. In this

stage, words and sounds they hear can possibly

imitated. In regards to the child’s reading

skills, basic foundation of language must need to

be developed. Mother tongue or the native language

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must be enriched at early age because it serves as

the foundation in the reading acquisition.

Children learn from oral language which are spoken

by their parents, siblings and other people they

encounter. Mastery from the first language as

preparation is needed in the acquisition of second

language in reading textbooks, stories and other

reading materials. In Stage 0. Prereading: Birth

to Age 6, The Pre-reading Stage covers a greater

period of time and probably covers a greater

series of changes than any of the other stages

(Bissex, 1980). Children learn their language

from their own culture wherein it influences on

their alphabetic writing system accumulate a

fund of knowledge about letters, words, and

books. Stage 1. Initial Reading, or Decoding,

Stage: Grades 1-2, Ages 6-7. In this stage,

children and adults interiorize cognitive

knowledge about reading, such as what the

letters are for, how to know that bun is not

bug, and how to know when a mistake is made.

Stage 2. Confirmation, Fluency, Ungluing from

Print: Grades 2-3, Ages 7-8. Reading stories

previously heard from the Stage 1 increases

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fluency. The child can better formulate better

knowledge and understanding from the story

because of the improvement of the decoding

skills. Stage 3. Reading for Learning the New: A

First Step. In this stage, they start on the

long course of reading to “learn the new”—new

knowledge, information, thoughts and

experiences. Stage 4. Multiple Viewpoints: High

School, Ages 14—18. In this stage, reading may

essentially involve an ability to deal with

layers of facts and concepts added on to those

acquired earlier. Reading materials are bigger

than elementary textbooks and it requires

learners to think in abstract and consider

multiple viewpoints from what they read. Stage

5. Construction and Reconstruction—A World View:

College, Age 18 and above. This stage shows one

has learned to read certain books and articles

in the degree of detail and completeness that

one needs for one’s purpose, starting at the

end, the middle, or the beginning. A reader at

Stage 5 knows what not to read, as well as what

to read.
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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.

Nevertheless, other reading theories are

focused on 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. These reading

theories supports this study upon using the Fuller

approach as a reading intervention/remediation

that follows sequence of reading activities need

to be mastered by the Grade 1 pupils which are

aligned on the prescribe competencies or

standards.
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Conceptual Framework

This research was based on the study of

Berdera, Accad, & Agco entitled “Effectiveness of

Marungko and Fuller Approach to Grade V-None-

Reader pupils of Tanzang Luma Elementary School”

wherein its purpose was to determine an effective

remedial reading method for the Grade V-Non-Reader

pupils of Tanzang Luma Elementary School and to

determine the effectiveness of Marungko and Fuller

Approach. Marungko approach is described as the

method used is called “phono syllabic. It

emphasizes the teaching of correct single sounds

and handling of these sounds into syllables or

words; rather than the teaching of alphabet

(abakada). Fuller approach is combination of the

alphabet, phonics, and wholes methods of teaching

word recognition. The technique requires that the

beginning reader should have the first following;

Mastery of the names and shapes of the letters of

the alphabet.
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On this study, the participants were the Non-

Reader Grade V pupils under the two sections

(Peace and Hope) of Tanzang Luma Elementary

School, school year 2018-2018.

Research Paradigm

INPUT PROCESS OUTPUT OUTCOME

* Tallying of
the data in the
*The reading questionnaire
difficulties on the reading
encountered by difficulties
the pupils as encountered by
perceives by grade 1 pupils
the Teachers- as perceives by
respondents in the teacher and
respondents in
terms of:
terms of:

Vocabulary Vocabulary

Phonological Phonological
and Phonemic and Phonemic A basis for
The fuller
awareness awareness action plan on
the approach as a
implementation reading
Word decoding Word decoding of reading remediation/
and phonics and phonics remediation/ intervention
intervention program
Fluency program to the improves the
school to reading
Fluency improve the skills of
Comprehension reading skills
Grade 1
of the Grade 1
pupils. pupils.
*Reading
Performance
Level of Grade Comprehension
1 poor-reader
pupils on the
pre and post
reading
assessment
prior and * The data from
after using the pretest and
fuller posttest were
approach. gathered,
organized
tallied,
tabulated and
treated using
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FEEDBACK

Statement of the Problem

This study aims to determine the effect of

Fuller approach in the reading skills of Grade 1

poor reader pupils of Our Lady of the Pillar

College San Manuel, Incorporated and to make an

action plan on the reading difficulties they

encountered.

Specifically, it seeks to answer the following

research questions.

1. What is the demographic profile of the Grade

1 pupils in terms of

 Name:

 Age:

 Gender:
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 Address:

2. What is the reading performance level of

Grade 1 pupils prior to the use of Fuller

approach?

3. What is the reading performance level of

Grade 1 pupils after the conduct of the

Fuller approach?

4. What are the reading difficulties

encountered by the pupils as perceives by

the Teachers- respondents in terms of:

 Vocabulary

 Phonological and Phonemic awareness

 Word decoding and phonics

 Fluency

 Comprehension

5. Is there a significant difference between

the reading performance of Grade 1 pupils on

the pre and post reading assessment prior

and after implementing fuller approach?

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6. How can the said approach be processed to

improve the reading skills of the Grade 1

pupils?

Assumptions

In conducting the study on Improving the

Reading Skills of Grade 1 Poor-reader pupils of

Our Lady of the Pillar College, San Manuel-

Incorporated through Fuller Approach the following

assumptions were made:

1. That all respondents will cooperate on the

pretest/posttest oral reading assessment, reading

intervention program, and completely submit their

responses in a given period of time.

2. That all respondents will improve their reading

skills.

3. That the fuller approach as a reading intervention

program improve the reading skills of the Grade 1

Poor-reader pupils.

4. That there is a significant difference on the

reading performance level of Grade 1 pupils of Our

Lady of the Pillar College, San Manuel-

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Incorporated on the pre and post reading

assessment prior and after implementing fuller

approach.

Significance of the Study

The findings of this action research study will

tend to benefit the following:

Students. In directly, it would be mostly be

helpful for the pupils to improve their reading

skills as one of the basic skills to be developed

at an early age. It is essential to them that

these skills are needed to their learning and

development.

Teachers. It may provide teachers a tool and

reading remediation/intervention program that they

can use to improve or enhance the reading skills

of their student who experienced reading

difficulties.

Parents. The findings would be very beneficial to

parents who would be better informed on their role

as partner of the school to improve the reading

skills of their child. Parents are need to work

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cooperatively within the school in teaching,

facilitating and monitoring their child’s reading

progress.

Administrators. The result of this study may help

the administrators to better understand the

current problem regards on the difficulties

encountered by pupils in reading. Because pupils’

performance may create an impact on the school’s

total performance. Thus, this study would serve as

basis in giving best practices and proper

instruction on the reading skills of the pupils

within the school.

Future Researchers. This study will serve as a

basis for them for further development and scope

about reading intervention/remediation program to

improve reading skills of the learners.

Scope and Delimitations

The respondents of this study were only the

Grade 1 poor-reader pupils of the Our Lady of the

Pillar College San Manuel, Incorporated located at

District # 3, San Manuel, Isabela. Prior to the

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study, respondents will undergo diagnostic reading

assessment to identify the level of their reading

performance using a standardized tool; Philippine

Reading Informal Reading Inventory (Phil-Iri).

After identifying the reading performance level of

the respondents, they will undergo a quarter-long

reading program remediation using the Fuller

approach. Furthermore, every weekday pupil’s will

undergo at least 10-15 minutes of their reading

remediation during their free time period to be

scheduled and to be approved by the teachers and

administrators. In terms of the delivery of the

reading material in the Fuller approach, pupils

who are in far flung areas that are limited access

on transportation which may affect the time frame

of the study on the distribution of the said

material are not included in the study.

Definition of Terms

Comprehension. It is the ability to retain

or understand the meaning of printed text read or

spoken language that has listen.

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Fluency. The ability to read with speed,

accuracy, and proper expression regards to the

punctations on the text.

Fuller approach. It is a method which follow

series of reading activities to increase learners’

phonemic awareness and manipulate phonemes in

order to teach the correspondence between sound

and spelling patterns.

Philippine Reading Informal Reading Inventory

(Phil-Iri). This is a standardized tool to

identify the reading performance level of the

grade 1 pupils in the pre and post oral reading

assessment.

Phonological and Phonemic awareness. It is

the ability in rhyming, syllabication, or spelling

a word by its sound.

Poor reader. These are the children who can

read but they are not fluent in reading or can be

said to lack of practice. They encountered reading

difficulty characterized by long pause between

words and stuttering.

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Posttest. It is a summative assessment given

to learners to measure the totality of the learned

topics to determine learning, improvement or found

areas with common difficulties.

Pretest. It is a formative assessment to

measure the prior knowledge or prior reading

skills of the learners.

Reading difficulties. It can be observed as

the deficiency of reading skills in terms of

fluency and mastery of Grade 1 pupils.

Reading intervention. Reading Intervention

provides students with an opportunity to increase

reading, writing, test taking, and study skills at

their instructional level. It is done during the

free time of the learners to be scheduled by their

class adviser.

Vocabulary. It is a reading skills or ability

that is all about actively thinking about word

meanings, the relationships among words, and how

can use words in a sentence.

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Word decoding and phonics. It is the ability

in matching correct sounds and letters with proper

reading and spelling phonetically.

Word recognition. Is a process by which

student learn to identify words and word parts. It

begins with an understanding that letters

symbolize the sound in words and progresses to the

ability to understand complex word parts and

syllabication principles.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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This literature review is being conducted to

explore and know more about increasing the reading

skills of the Grade 1 Poor-reader pupils through

Fuller approach which has been studied by

researchers during the outbreak of COVID-19

pandemic. This review summarizes some of the

existing research on a perceived utility of

increasing the reading skills using different

reading remediation/intervention program. All the

concepts and discoveries presented in this review

will be used as a reference for establishing

connections of other studies on the existing

research problem regards to the study.

Foreign Literature

The study Feagans, et. Al (2013) evaluated

whether the Targeted Reading Intervention (TRI), a

classroom teacher professional development program

delivered through webcam technology literacy

coaching, could provide rural classroom teachers

with the instructional skills to help struggling

readers progress rapidly in early reading. Fifteen

rural schools were randomly assigned to the

experimental or control condition. Thus, the

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researchers discovered that Targeted Reading

Intervention (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.

Struggling readers require extra support to

decrease the achievement gap by developing reading

skills that are at par with those of their peers.

Due to staffing limitations, classroom teachers

need to differentiate teaching pedagogy and

provide programs that meet individual needs.

Effective teaching practice includes direct

teaching instruction that includes teaching

phonological awareness skills, affording

opportunities for immediate feedback, providing

students with a rich choice of books, and creating

opportunities to practice reading both at school

and at home. It is the teacher who influences the

approach to a specific program and who is the

facilitator of learning (dudych, 2015).

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The study of Lennon & slesinski (2019),

Kindergarten students were selected for

participation in a reading intervention program on

the basis of their ability to name the letters of

the alphabet. The intervention consisted of 1:2

tutoring for 30 minutes per day for two 10-week

periods using an interactive strategies approach

that emphasized direct instruction in the

alphabetic principle, phonemic awareness,

analyzing words, learning sight words and reading

connected text. A treatment group consistently

outperformed a “waiting group” control, which also

showed accelerated progress upon receiving the

intervention. A two-year longitudinal follow up of

this kindergarten cohort indicated lower rates of

placement in special education.

Foreign Studies

The current study of Horne (2017) investigates

the effectiveness of a computerized reading

comprehension program on the reading accuracy,

reading comprehension and reading rate of primary-

age poor readers. There is little published

literature relating to computerized reading

 30

interventions in UK primary schools, and no

previous studies have investigated the

Comprehension Booster program. Thirty-eight

children (26 boys and 12 girls; aged 6:7 to 11:0)

from two schools in East Yorkshire, UK, took part.

Half of the participants (the intervention group)

undertook the Comprehension Booster program for a

6-week period, whilst the other half (the control

group) continued with their usual teaching.

Significant effects of the intervention were

found, with increases in reading accuracy and

reading comprehension for the intervention group.

It is also required that EFL educators take

proactive measures to keep their students

intrinsically motived to participate in pre-

reading activities as it can lead towards better

engagement levels among the students. It is

suggested that the significance to acquire a new

language should be communicated with the students

so that they can understand its association with

better career and academic prospects and become

intrinsically motivated based on their individual

learning objectives. Furthermore, the future

 31

research should focus on addressing a broader

sample size to attain consistent findings in order

to represent the total population of EFL students

in the Saudi Arabia (Alghonaim, 2020).

Local Literature

The study of Kumler & Linden (2011), evaluated

a program that aims to improve children's reading

skills by providing classes with age-appropriate

reading material and incentivizing children to

read through a 31day read-a-thon. During the read-

a-thon, the program significantly increases the

propensity of children to read, causing 20 percent

more children to have read a book in the last week

at school and increasing the number of books read

by 2.3 in the last week and 7.2 in the last month.

These increases extend both after the end of the

program and outside of school, although at lower

rates. The program also increased students' scores

on a reading assessment, causing students' scores

to improve by 0.13 standard deviations immediately

after the program.

 32

Basa Pilipinas is USAID/Philippines’ flagship

basic education project in support of the

Philippine Government’s early grade reading

program. Implemented in close collaboration with

the Department of Education (DepEd), Basa

Pilipinas aims to improve the reading skills for

at least one million early grade students in

Filipino, English and selected mother tongues.

This will be achieved by improving reading

instruction, reading delivery systems, and access

to quality reading materials. The project

commenced in January 2013 and will be implemented

for four years (2013-2016).

In the Philippines, the roles and duties of

remedial reading teacher or reading specialist is

not even clear on the end of the teachers. This is

evident since there is a limited number of local

studies focusing on remedial reading teachers.

Their roles are usually broad and thus, they are

forced to perform tasks which in the first place

should have not been theirs. Notably, some

research findings exuded that in most cases, the

job descriptions and roles of remedial reading

 33

teachers are a mismatch. The absence of role

specificity and concreteness amalgamate the

struggles of remedial reading teachers in doing

their jobs in schools effectively. Several studies

also revealed that the perceptions of remedial

reading teachers’ colleagues immensely affect how

they enact their roles in schools (Gatcho &

Bautista, 2019).

Local Studies

According to Carmela (2021) Marungko and fuller

approach are most proven to have positive effect

in remediating the reading problems of at-risk

readers because of it deal mainly on the most

basic reading competencies of the learners. A

study conducted by Berdera, Accad & Agco, there

was a little progress of the respondents’ reading

ability after conducting reading remediation using

the fuller approach. On the other hand, there was

an improvement of the respondent’s reading ability

after using marungko approach. It is considered as

a tool for the reading remediation as one of the

best practices in school and can be shared to the

partner school in implementing the said practice.

 34

In the study of Bustos-Orosa and Ferrer (2013),

they discovered that in several public schools in

the Philippine such as the case of Mananao

Elementary School in San Manuel, Isabela

Philippines, the beginning reading teachers used

Marungko approach being considered as an

alternative approach in teaching reading for

beginning readers. The study of Boltron & Ramos

(2021), concludes that marungko approach is an

effective alternative in the teaching of the

micro-reading competencies in beginning reading.

On the other hand, researchers try to conduct

and implement other reading

interventions/remediations program on the reading

difficulties encountered by primary grade

learners. Ransford-Kaldon, Sutton-Flint and Ross

(2011) studied the effectiveness of a program

called Levelled Literacy Intervention (LLI). LLI

is a short-term small group supplemental literacy

intervention system designed for students in grade

K-2 who struggle with reading and writing the

study evaluated the use of LLI in two U.S, School

district. In a similar manner, the study of

 35

Fernandez (2015), found that a reading

intervention program called Restructured Approach

in Developing Early Reading Skills (READERS)

improved the proficiency of four Grade One

readers-at-risk readers in terms of: (a) book and

print awareness (b) mastery of the alphabet (c)

phonemic awareness (d) textual read-aloud (e)

journal writing and (f) comprehension. All four

subjects have scored perfect in naming the

alphabet and in matching upper and lower case.

On the other hand, the findings of the study

conducted by Mangila & Adapon (2020) found that,

teachers and parents considered the Care for the

Non-Readers Program as “Very Effective” in

improving the reading performance of pupils.

“Fuller Technique,” “Independent Reading,”

“Directed Reading Thinking Activity,” and “Say

Something” were the leading strategies applied by

teachers during the program implementation.

However, upon implementation of the said program

teachers encounter serious problems during the

implementation of the program while the solutions

suggested are considered “Very Effective” in

 36

addressing the problems they encounter during the

program implementation. Although the pupils still

commit several mistakes in reading and demonstrate

withdrawal in accomplishing the given reading

tasks, there is a substantial improvement on their

reading performance. Moreover, the assessments of

the teachers and parents on the effectiveness of

the Care for the Non-Readers Program do not

significantly differ. Majority of the pupils still

belonged to the "Frustration" level.

 37

eachers encounter serious problems during the

implementation of the
program while the solutions suggested are
considered “Very Effective” in addressing the
problems they encounter during the program
implementation
Although the pupils still commit several mistakes
in reading and demonstrate
withdrawal in accomplishing the given reading
tasks, there is a substantial improvement on their
reading performance.
CHAPTER III

METHODOLOGY

This chapter provides an outline of the

research methodology of this study. It includes

the research design, research locale, respondent

of the study, instrumentation, validation, data

gathering procedure, statistical treatment, and

data analysis.

Research Design

This action research uses descriptive method

of research which involves description, recoding

analysis and interpretation of the reading

difficulties encountered by the grade 1 poor-

 38

reader pupils. Thus, the researchers use the

quasi-experimental design since the study was

entitled “Improving the Reading Skills of Grade 1

Poor reader pupils of Our Lady of the Pillar

College San Manuel-Incorporated through Fuller

Approach”.

Research Locale

This is study aims to conduct at the Our Lady

of the Pillar College, San Manuel-Incorporated

located at District # 3, San Manuel, Isabela

during the School Year- 2021-2022.

Respondent of the Study

The respondents of this study will only the

Grade 1 poor-reader pupils of the Our Lady of the

Pillar College San Manuel, Incorporated located at

District # 3, San Manuel, Isabela.

Instrumentation
 39

In this study, the primary instrument is the

reading materials of the fuller approach which

follow sequence of reading activities that are

based on the cognitive ability of the grade 1

pupil.

A survey questionnaire with two major parts

will serve as the data gathering instrument in

this action research. Part I will deal about the

profile of the respondents (name, age, gender,

address). Part II will deal about the reading

difficulties encountered by the pupils as

perceives by the Teachers- respondents in terms

of: Vocabulary, Phonological and Phonemic

awareness, Word decoding and phonics, Fluency,

Comprehension. Thus, on a separate sheet of paper,

grade 1 pupils will undergo oral reading

assessment to measure their reading performance

level using Philippine Reading Informal Reading

Inventory (Phil-Iri).

Validation

The Philippine Informal Reading Inventory (Phil-

IRI) is an initiative of Bureau of Elementary

 40

Education-Department of Education that directly

addresses its trust to make every Pilipino child a

reader. It is anchored on the flagship program of

the DepEd “Every Child A Reader Program” (ECARP),

its goal is to enable every Filipino child to

communicate both English and Filipino through

effective reading instruction. Phil-IRI is an

assessment tool that evaluates the reading

proficiency level of elementary school pupils. It

is first validated instrument that intends to

measure pupils’ reading comprehension level as

well as pupil’s word recognition, comprehension

ability and reading speed are informally assessed

quantitatively and qualitatively through stories

and passages (Madrid, 2012). Thus, the researchers

will use the validated questionnaire of the study

of Tamor (2017) entitled “The Reading Difficulties

of Grade One pupils in Macatoc Elementary School,

School Year 2016-2017. This questionnaire aims to

seek answer from the problem stated what are the

reading difficulties encountered by the pupils as

perceives by the Teachers- respondents in terms

of: Vocabulary, Phonological and Phonemic

 41

awareness, Word decoding and phonics, Fluency,

Comprehension.

On the other hand, standardized Phil-IRI Oral

Reading Test (English) Pre-test was taken from the

website of the Department of Education (Dep Ed).

This Pretest and Posttest will use to identify the

reading performance level of Grade 1 pupils prior

and after the use of Fuller approach.

Data-gathering Procedure

Researchers will ask permission through a

letter of request addressing from the Grade 1

pupils, their parents, adviser and from the school

principal/dean to conduct a survey and

experimental study on a quarter long period using

the fuller approach to improve their reading

skills. Upon its approval, proper coordination

with the class adviser and parents of the pupils

was done by the researchers.

Survey questionnaires are administered

through google form with limited response only.

Respondents will answer the given questionnaire in

5-10 minutes. On the other hand, reading materials

 42

on the fuller approach is given to the school for

distribution. The administration of pretest and

posttest reading assessment is done by the

researchers via, messenger, phone calls, or online

class.

Statistical Treatment

1. Percentage

This was used to determine the frequency

counts and percentage distribution of the

personal-related variables and results of the

checklist questionnaire to be answered by the

respondents.

Formula: %=F/N x 100

F= Frequency

N= Total number of respondents

% is the percentage

2. Descriptive Statistics
 43

Descriptive statistics such as mean and rank

will be used in the study in treating the data

gathered.

The formula that will be used were the following:

1. Mean

x́
Formula: = N
n

Where: x́ = mean

∑x = total score

N= number of respondents

Data Analysis

To determine the effects of the fuller approach

of the Grade 1 poor-reader pupils the data were

gathered, organized, tallied and tabulated.

The data from the pretest and posttest were

treated using the following statistical treatment.

 44

To find out if there was a significant

difference in the performance of the students, the

researchers use the following data:

Word Recognition

WR= M/N x 100= % of Miscues

% of correct= 100% -% of Miscues

Where:

M= Miscues

N= Number of words

WR= Word Recognition

Comprehension

C= NCA/NW x 100%

Where:

NCA- Number of Correct Answers

NW= Number of Words in the passage

C= Comprehension
 45

In addition, the researchers also utilized the

Phil-Iri table of criteria in Oral reading and

interpretation of it.

Phil-Iri Oral Test Criteria

Independent- it is the highest level at which

pupil can read independently and with ease without

the help or guidance of the teacher.

Instructional- it is the level at which pupil can

profit from instruction.

Frustration- this is the lowest level.

Non-reader- a pupil who is unable to recognize and

sound out letter-sound connections for single

consonants, consonant blends, and others.

LEVEL WORD COMPREHENSION

INDEPENDENT 97%- 100% 80%-100%

 46

INSTRUCTIONAL 90%-96% 59%-79%

FRUSTRATION 89-50% 58%-30%

NON-READER 49%-BELOW 29%-BELOW

REFERENCES

Tamor, (2017). The Reading Difficulties of Grade

One Pupils in Macatoc Elementary School, School
Year 2016-2017 (pp. 95-99)

Mark, (2019). Reading Material Using the Fuller

Approach retrieved from
https://depedtambayan.org/reading-material-using-
the-fuller-approach/

Llego, (2018). 2018 Phil-IRI Updated Manual

retrieved from https://www.teacherph.com/phil-iri-
manual-2018/

Bill, (1996). Teaching Our Children To Read: The

Role of Skills in a Comprehensive Reading Program
retrieved from https://eric.ed.gov/?id=ED396242

Learn How To Read Using The Fuller Approach

(2020)retrieved from
https://learnwithteacherces.com/learning-the-
consonants-using-the-fuller-approach-to-
teaching-beginning-reading/?
fbclid=IwAR3GvgKjTzxswmVE6J1qOziD22aMGFo2fIHi7
CFbVOIEwG3TJYQd63i5Bz8

Tegero, (2019). The Reading Difficulties of Grade

III Pupils (pp.38-39)

Remando, (2021). Low reading comprehension

impacts PH education quality.

Hulme, C., & Snowling, M. J. (2016). Reading disorders

and dyslexia. Current Opinion in Pediatrics, 28(6),
 47

731–735. Retrieved August 19, 2019,

from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5293
161/

Mei, (2017). Definition of Reading according to

experts.

Tomas, Villaros & Galman, (2021). The Perceived

Challenges in Reading of Learners: Basis for School
Reading Programs retrieved from
https://www.scirp.org/journal/articles.aspx?
searchcode=Sheena+Mai+A.+
+Galman&searchfield=authors&page=1

https://medical-
dictionary.thefreedictionary.com/reading+difficult
y?fbclid=IwAR0fNNIgx72TZldRkp782Jl_nCQEai-
g2pqHUAZblT17ZT8Q6X_CoPZ89rE#:~:text=A
%20deficiency%20in%20a%20person's%20fluent%20use
%20and%20comprehension%20of%20written%20language

https://www.readingrockets.org/article/types-
reading-disability?
fbclid=IwAR1Vi6RUZeyRygGFJG8mMMoARamGmvfrbeMPl-
BQlwcx_Vzh83iMnh0Tgbo&__cf_chl_rt_tk=qMOl1Z4iSc4M3
egug.ImS7ZTprQHS15CtHPRXPwNiPg-1637481986-0-
gaNycGzNCL0

https://www.stf.sk.ca/sites/default/files/spdu-
resources/reading_rubric_grade2_2013jan.pdf

https://www.teachingresources.co.za/product/eng
lish-hl-reading-rubric/?
fbclid=IwAR0J4cac9OfjFGxpqyL7zN9XHBj8iMeHeEKpqd0vJ
zToGV-1Kw04-wZ88F4

https://files.eric.ed.gov/fulltext/ED539436.pdf

https://www.learnwithhomer.com/homer-
blog/3710/reading-level/?
 48

fbclid=IwAR2eKja5jjB7cruew4jJlor77yiUCxuTybZ3l5wNA
2J2hRNqbPhpRzpD3wU

https://www.yourdictionary.com/reading

https://www.researchgate.net/publication/348097326
_Helping_Struggling_Readers_to_Read_The_Impact_of_
the_Care_for_the_Non-
Readers_CRN_Program_on_Filipino_Pupils'_Reading_Pr
oficiency

http://oaji.net/articles/2015/1710-1440093895.pdf?
fbclid=IwAR1oRatjenY_AX2ShZSQrk0g8aqJN5hvROmVr_OUd
AkjjJm5Ge4GgBplpgg

https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=reading%20interventions%20for
%20non-readers&oq=reading
%20inter&fbclid=IwAR1k0YrdcbmFtBeXzqpTkI96hz2nXFJY
Ms0q-fXsUnij0mN-REhB7A32kaQ#d=gs_qabs&u=%23p
%3DPNaacK_00AkJ

https://onlinelibrary.wiley.com/doi/abs/10.1002/dy
s.1552?
fbclid=IwAR1aqs0hJpMvSphmGPOkPO9AeLhLElHJJ34WG41Gy
uPz3_kPSJBqEn5anZs

https://journals.sagepub.com/doi/abs/10.1177/00222
1940003300408

https://pubmed.ncbi.nlm.nih.gov/28070979/

https://www.umasd.org/domain/672

https://www.tandfonline.com/doi/abs/10.1080/027960
15.1999.12085970

https://files.eric.ed.gov/fulltext/EJ1230713.pdf

https://www.edc.org/basa-pilipinas-transforming-
reading-instruction?
fbclid=IwAR3SUBl1LfLnX3bA2xRNisiygOwR2kGQjXMODb6fM
n9j8SNDerBvsXzj28E

https://files.eric.ed.gov/fulltext/EJ1266182.pdf
 49

APPENDIX A
Questionnaire

Profile

Name of Pupil: ____________________ Age: ___________

Address: __________________________ Gender: ________

Reading Disability Check (/)

Pupils Perspective if you
experience
this
I. Phonological and

Phonemic Awareness
 50

1. I don't know any words that

rhyme with cat.
2. What do you mean when you
say, “what sounds are in
the word brush?”
3. I’m not sure how many
syllables are in my name.
4. I don't know what sounds
are the same in bit and
hit.
II. Word decoding and
Phonics
1. I just seem to get stuck
when I try to read a lot of
words in this chapter.
2. Figuring out of the words
takes so much of my energy,
I can’t even think about
what it means.
3. I don’t know how to sound
put these words.
4. I know me letters and
sounds, but I just can’t
read words on a page.
III. Vocabulary
1. I heard my friend tell what
happened in the movie but I
didn’t really understand
what the said about it.
2. I feel like I just use the
same words over and over
again in my writing.
3. I don’t like to read on my
own because I don’t
understand lots of the
words in the book
IV Fluency
1. I just seem to get stuck
when I try to read a lot of
the words in this chapter.
2. It takes me so long to read
something.
3. Reading through this book
takes so much of my energy,
I can’t even think about
what it means.
 51

4. I’m not sure what the most

important parts of the book
were.
5. I couldn’t really create an
image in my head of what
was going on.
IV. Comprehension
1. It takes me so long to read
something. It’s hard to
follow along with everything
going on.
2. I didn’t really get what the
book was about.
3. Why did that character do
that? I just don’t get it!
4. I’m not sure what the most
important parts of the book
were.
5. I couldn’t really create an
image in my head of what is
going on.
Reading Disability Check (/)
Teacher’s Perspective if you
experience
this
I. Phonological and Phonemic
Awareness
17. She doesn’t correctly
complete blending activity;
for example, put together
sounds /k/ /i/ /ck/ to make
the word kick.
18. he doesn’t correctly
complete phoneme
substitution activities;
for example, change the
/m/in mate to /cr/ in order
to make crate
19. He has difficulty with
rhyming, syllables there
are in the word by its
sound.
II. Word Decoding and phonics
2. She has difficulty matching
sounds and letters, which
can affect reading and
spelling.
 52

3. She decodes in a very

labored manner.
4. He has Trouble reading and
spelling phonetically.
5. She has a high degree of
difficulty with phonics
patterns and activities.
6. He guesses at words based
on the first letter or two.
7. Even though I taught
several short bowel sounds
(or other letter sounds or
pattern), the corresponding
letters are not showing up
in his writing samples.
8. Even though I taught
certain letter patterns,
she isn’t able to recognize
them wen reading words.
III. Vocabulary
8. She’s unable to tell
about her day in a way that
makes sense.
9. She misuses common
words.
10. He doesn’t link words
from a book to similar
words from another book or
from real life.
11. He’s often not able to
find the right word to
describe something.
12. She has questions about
a lot of word meanings in a
grade appropriate text.
13.seems to have a weak
vocabulary.
IV. Fluency
11. He knows hot to read
words but seems to take a
long time to read a short
book or passage silently.
12. She reads a book with
no expression.
13. he stumbles a lot and
loses his place when
 53

reading something aloud.

14. She reads aloud very
slowly.
15. She moves her mouth
when reading silently
(subvocalizing)
16. Her result on words-
correct-per-minute
assessments are below grade
level or targeted
benchmark.
17. She has difficulty and
grows frustrated when
reading aloud, either
because of speed or
accuracy.
18. She does not “chunk”
words into meaningful
units.
19. When reading he doesn’t
pause at meaningful breaks
within sentences or
paragraph.
20. He does not read aloud
with expression; that is,
he does not change his tone
where appropriate.
V. Comprehension
14. She’s not able to
summarize a passage or a
book.
15. He might be able to tell
you what happened in a
story, but can’t explain
why events went the way the
did.
16. She can’t explain what a
character’s thoughts or
feelings might have been.
17. He doesn’t link event in a
book to similar events from
another book or from real
life.
18. He doesn’t link events in
a book to similar events
another book or from real
life.
 54

19. He seems to focus on the

“wrong” aspect of a
passage; for example, the
concentrates so much on the
details that the main idea
is lost
20. She can tell the outcome
of a story, but cannot
explain why things turned
out that way.
21. He does not go behind what
is presented in a book to
think about what might
happen next or why
characters took the action
they did.
22. She brings up irrelevant
information when trying to
relate a passage to
something in her own life.
23. He seems to have a week
vocabulary.
24. She cannot tell the clear,
logical sequence of events
in a story.
25. He does not pick out the
key facts from informal
text.
26. He cannot give you a
“picture” of what going on
in ta written passage; for
example, what the
characters look life or
details of where the story
takes place.
 55

THE FULLER READING METHOD

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