Group 4 Research
Group 4 Research
Elementary School
Abbie G. Malones, Keithlene L. Manabat, Kathreen Joyce P. Manipon, Mary Rose M. Soriano,
February 2023
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Introduction
First Paragraph
The covid-19 pandemic gives us an impact, especially on kindergarten and primary school
parents including being unable to direct their children's learning and children's lack of attention,
unwillingness to study, desire to go to school, difficulty learning online, and poor comprehension
of the content according to Apriyanti (2020). It means pandemic has interrupted children’s
normal school-centered education, but this does not mean that it will stop their learning-teaching
process. The basic requirement of a teacher essentially remains the same which is the facilitator
of learning. A study conducted in Shaanxi Province, authorized by local authorities in the second
week of February 2020, found out that the most common psychological and behavioral problems
among 320 children and teens aged 3-18 were distraction, irritability, and fear of asking
questions about the pandemic (Jiao et al., 2020). The interruption of education in schools has
created anxiety, especially for students preparing for exams. In this context, students should be
provided with academic support for the continuation of learning and psycho-social support. The
pandemic has interrupted children’s normal school-centered education, but this does not mean
that it will stop their learning-teaching process. During the pandemic process, teachers may be
inexperienced about what online tools and resources they can use, and which methods they can
use, and they may need constant support, without this support, qualified process management
Second Paragraph
The teacher's role is so complex that it must be realized by the teacher himself to advance his
students. The role of the teacher cannot be replaced by technology. During the Covid-19
pandemic, educators and students are required to carry out online learning. Although face-to-face
learning has many advantages, educators must continue to maximize online learning so that the
teaching and learning process continues (Alea, Fabrea, Roldan, & Farooqi, 2020; Code, Ralph, &
Third Paragraph
The study was conducted to find possible fitting solution through a teaching reading approach
called Marungko that may help beginning reading teachers in unlocking the keys of illiteracy in
reading. The Marungko approach is designed to equip Grade One learners the necessary reading
skills to improve their reading achievement. Basically, according to Ali and Urbano (1967),
Marungko approach being associated with phonics was first introduced to two teachers in De Los
reading instruction that is developed to help beginning readers attain reading fluency. This
approach suits the early reading needs of the pupils by leading them to understand letter-sound
arrangement of letters in the alphabet, there is a proper sequencing of letter and letter sounds to
be taught to children capitalizing on the most frequent to the least occurring sounds in the
Filipino language. The Marungko approach in reading instruction is seen as a potent tool in
honing the prerequisite reading skills among pupils to help them develop reading fluency. This
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reading approach supports culture-based language acquisition since it begins instruction through
capitalizing on the most frequent to the least occurring sounds in the learners’ native language.
Banez R. and Urayan MT. (2019). The Marungko approach is designed to equip Grade One
learners the necessary reading skills to improve their reading achievement. Claveria Approach
was described to have "Pananda" which may be used in teaching reading in Mother Tongue. The
lessons in which Claveria Approach be applied in teaching reading in Mother Tongue are
syllables and words, phrases and sentences. The majority of the pupils have average performance
on lesson about syllables and words and phrases and sentences. The proposed instructional
materials to supplement the used of Claveria Approach in teaching reading were "Pananda
relatable to the students. Each picture is a resemblance of the symbol and sound of the
syllable.
Fourth Paragraph
Because struggling readers typically avoid reading, they get little practice in it and fall further
behind their peers. In this article, I argue that by improving students' access to information books
and opportunity to interact with such books, teachers can do a better job of helping struggling
readers become skillful, motivated readers. Struggling readers often show a negative attitude
towards reading tasks and manifest low motivation to read. A struggling reader is a child who
experiences difficulty learning to read. This maybe due to: speech and language problems,
specific learning difficulties, English as a second language acquired at a later age, poor reading
instruction when they were learning to read or a combination of the above. Many struggling
readers are also reluctant readers because they find it difficult, fear failure and are aware that
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they are falling behind their peers. Many of these pupils experience low self-esteem. Struggling
readers are common at the middle school level. They are likely to experience at least some
difficulty comprehending the texts required of them in school and, in particular, content area
classrooms.
Fifth Paragraph
Sixth Paragraph
Based on the reviewed literature, Marungko and Claveria Approaches are essential in teaching
the students and making them better readers. The Marungko Approach proved to be an effective
technique for improving reading capabilities. Parents should be aware of their child's reading
ability so that intervention will not only be done in school but most importantly at home. The
success of the program lies in the parent's support, teacher's effort and pupil's perseverance to
learn (Collado, 2019). Based on the findings, we can conclude that the ER Claveria method of
teaching reading has a beneficial impact on students, except for the alphabetic principle, which
the majority of students are still learning. Because of the picture, the parents agree that this
technique piques their child's interest, and the material is simple to utilize. It is well-organized,
and the exercises provided are quite beneficial. (Quiambao and Maguyon, 2021). However,
many studies only focus on one of each method. The proposed study will cover both method
Thus, this study shows if these approaches would be effective on the identified respondents. It is
beneficial to teachers because this can help them to identify what is the most effective approach
in teaching students how to read and assess themselves if they are an effective and efficient
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teachers. It will also help them to become aware about the possible factors that affect their
struggling readers.
Seventh Paragraph
(GAP) Based from the reviewed literature, Marungko and Claveria are essential in teaching the
students and making them a better reader. (Dugtungan kung ano nakita sa mga RRL). However,
many studies only focus on one of each methods. The proposed study will cover the both method
Thus, this study shows (the importance). It is beneficial to teachers (why)... (States the other
According to Taylor (2012), one of the major components of the literacy crisis is reading, which
calls for educators to examine the reading process. Literacy skills play a vital role in honing the
students' holistic skills. However, elementary school students are struggling with reading
comprehension, which makes it vital for educators to find ways to motivate students in order for
them to learn not only inside the school premise but also outside of it. Researching ways on how
to help elementary school students is essential to lessening their poor level of reading
comprehension.
This study will be conduct to the Grade I pupils at the Magalang to see the effect of the
The researchers will find out that if there is improvement in their learning after using the
This study aim to determine the effectiveness of marngko and claveria approaches to Grade I
struggling readers.
o Age
o Gender
o Reading Status
2. How may the approaches for struggling pupils in reading be describe based on the scores of
the experimental group after the intervention and control group after the approaches?
3. Is there significant difference between the post test scores of the experimental group and
control group?
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