The Use of Fuller Technique to Address the Reading Needs of Grade 3 Pupils of Santa Rosa Elementary School Central 1

Abstract

INTRODUCTION

Fuller Technique is the strategic instructional material the researcher used in teaching reading. This is composed of lessons on sounding out letters, words, phrases, sentences, and story reading with picture matching activities. The lessons in the fuller technique apply the spiral approach to teaching reading -sound, word, phrase, sentence, and story for each lesson. Knowing the importance of coping with the reading needs in the academic performance of the child, the researcher analyses the impact of using the adapted fuller technique in the reading remediation instruction of Grade 3 pupils.

METHODS

This research adapted the comparative analysis of the results of the pre-test and post-test after the reading remediation was conducted. Majorityof reading intervention studies (Siverman, 2007) compared pre-and post-test results to examine the efficacy of the intervention program. The reading remediation was conducted daily after classes by the advisers. With an average of 22 pupils per class of 9sections undergoing the remedial instruction, the teacher finds time in between classes to make one-on-one reading instruction aside from the 30-minute after class remediation using Fuller.

RESULTS

There were 201 identified grade 3 pupils before the remediation program. These 201 gradually dropped into 65 pupils after 5 months of undergoing the remediation program using the adapted fuller method. Results show that 66% of the pupils improved their reading level from frustration to instructional level though there are still 34% who are still under frustration.

DISCUSSIONS

With the improvement of 66% of the frustration level in the reading performance, the use of fuller method was effective as the material used in the remediation program. The target of eliminating the frustration level is not an overnight process. It requires concentration, cooperation, and devotion to achieve the target aim of making every child a reader with 100% parent involvement. Hence, the researcher recommends to continue the remediation program using the fuller method to those who are still under frustration. It is also recommended to continuously conduct progress monitoring on the reading ability of those who underwent the program even when promoted to the next level grade until they become independent readers and that a further study on reading be conducted that may contribute to building a school of readers and leaders.