EFFECTIVENESS OF FULLER METHOD TO THE READING COMPREHENSION OF GRADE 2 STUDENTS

Abstract

This study examines the effectiveness of the Fuller Approach in enhancing reading comprehension, vocabulary development, and overall literacy skills among Grade 2 students. The Fuller Approach integrates alphabet recognition, phonics, and whole-word methods to reading instruction.​  Supporting Evidence:  Improved Reading Proficiency: Research has demonstrated that the Fuller Approach significantly enhances reading abilities. For example, a study involving Grade 3 pupils revealed substantial improvements in reading proficiency after implementing this method. ​  Enhanced Comprehension: Utilizing audio-video lessons in conjunction with the Fuller Approach has been shown to improve comprehension levels among Grade 2 pupils. Supplementary materials and dedicated teaching further bolster reading performance. ​   Positive Impact on Struggling Readers: The Fuller Approach has proven effective in addressing reading challenges among struggling readers in multigrade classrooms, leading to significant improvements in reading proficiency. The study employed a quasi-experimental design to evaluate the effectiveness of the Fuller Method in enhancing reading comprehension among Grade 2 students at Villa Verde Elementary School. This design was chosen due to the absence of random assignment, a characteristic inherent in quasi-experimental studies. ​   Methodology:  Participants: Seventy Grade 2 students participated, with their reading comprehension assessed through pre-test and post-test evaluations.​  Data Collection: Raw scores from these assessments were analyzed to determine any significant improvements in reading comprehension.​  Statistical Analysis: The study utilized various statistical tools, including frequency counts, percentages, weighted means, average weighted means, and t-tests. Specifically, t-tests were employed to compare the means of pre-test and post-test scores, aiming to identify any statistically significant differences resulting from the intervention. ​ The study investigated the effectiveness of the Fuller Approach in enhancing reading comprehension among Grade 2 students at Villa Verde Elementary School. Participants were predominantly 6-7-year-old males in both the Fuller and Non-Fuller groups.​  Key Findings:  Phoneme Recognition: Both groups scored highly, with Non-Fuller at 4.35 and Fuller at 4.34, indicating strong agreement on phoneme recognition skills.​  Word Recognition: Non-Fuller participants scored 4.17, and Fuller participants scored 4.03, both reflecting strong agreement, suggesting a slight advantage for Non-Fuller students in word recognition.​  Alphabet Recognition: Non-Fuller scored 4.45, and Fuller scored 4.69, with the Fuller group showing very strong agreement, highlighting the Fuller Approach's effectiveness in teaching alphabet recognition.​  Phrase Recognition: Non-Fuller scored 4.54, and Fuller scored 4.87, both very strong agreements, with the Fuller group demonstrating greater proficiency.​  Image Matching: Non-Fuller scored 4.63, and Fuller scored 4.93, both very strong agreements, indicating the Fuller Approach's effectiveness in image-word association. This study aimed to evaluate the effectiveness of the Fuller Method in enhancing reading comprehension among Grade 2 students. The Fuller Method integrates elements such as Image Matching, Bottom-Up, Top-Down, and Interactive approaches to reading instruction.​  Key Findings:  Improvement in Comprehension Scores: Both the Fuller and Non-Fuller groups exhibited increased comprehension scores in the post-test compared to the pre-test.​  Lack of Statistical Significance: Analysis using paired sample t-tests revealed no statistically significant differences between pre-test and post-test scores, suggesting that the observed improvements may not be directly attributed to the Fuller Method.