Developing Reading Literacy of Grade 3 Pupils of Amuyong Elementary School through Fuller Technique

Abstract

INTRODUCTION

This action research is conducted to develop the reading literacy of selected Grade 3 pupils through a fuller technique or approach. The researchers believed that the teaching of reading in the early stages is important because it serves as a foundation for literacy and using phonics is one of the effective ways to acquire reading skills.

METHODS

The researcher used a descriptive design method to obtain information concerning the current status of phenomena to describe "what exists" with respect to variables and conditions in a situation. They compared two means (pre-test and post-test) with an intervention between the two-time points. The purpose of the test was to determine whether there is statistical evidence on the mean difference between paired observations.

RESULTS

The salient findings of the study were based on the reading test results (pre-test vs. post-test) of selected ten Grade 3 pupils. After the post-test, the graphophonic awareness of the pupils under the reading program improved by 36.22%. This indicates progress in the sound-symbol system which enables pupils to apply this knowledge as they read. Likewise, there was an increase of 28.79% and 25.66% in reading performance of the pupils using the passages "A Rainy Day" and "Summer Fun" respectively. The miscues of the pupils in reading declined by using a fuller approach in reading. Moreover, with the computed t-value of 5.89 and a p-value of 0.00023 at 0.05 level of significance (A Rainy Day) and computed t-value of 7.35 and p-value of 0.00004 (Summer Fun), there was a significant difference between pre-test and post-test. With these, the researcher believed that teaching reading using the Fuller technique/approach was effective.

DISCUSSIONS

Based on the data collected and analyzed, it is therefore concluded that there is a significant relationship between the Fuller Technique and the reading level of Grade three pupils and there is a significant difference between the pre-test and post-test performance in the reading of pupils.

The results also revealed that the teacher plays a vital role in pupils' acquisition of basic skills in reading that leads to literacy.