MARUNGKO AND FULLER APPROACH AS ESTABLISHED READING STRATEGIES FOR AT RISK READERS

Author is Teacher --oOo-The II at Angeles City National High School Carmela S. Garcia

Reading difficulties and disabilities are complementary or in conjunction with other serious learning problems of school-age children. Poor reading skills typically make children highly vulnerable to other worse and more alarming learning deficits and problems. For instance, poor phonemic awareness may lead to struggles in reading, slow reading and poor comprehension. Meanwhile, poor comprehension may cause inability to understand instructional contents and concepts in different learning areas and may also cause poor mastery of learning competencies.

These are the reasons that motivate primary grade teachers to continously explore on different innovative methods and approaches that could offer reading interventions for at risk readers. These interventions include the use of MARUNGKO and FULLER approach.

These two approaches may be considered as conventional but already proven and established reading strategies especially intended for children who are just beginning to develop their early reading competence.

Several primary teachers most of the time prefer these two approaches in providing reading instruction to their learners due to its focus on phonemic foundation.

Likewise, most teachers integrate the use of MARUNGKO and FULLER approaches in remedia reading instruction for the so-called at risk readers. At risk readers include children with serious reading difficulties and problems like non-readers, slow readers, struggling readers and poor readers. These two approaches primarily work on building the phonetic or phonemic foundation and competencies of the children. These approaches are most proven to have positive effects in remediating the reading problems of at risk readers because of it deal mainly on the most basic reading competencies of the learners.

--oOo-The author is Master Teacher I at Sapang Biabas Resettlement Elementary School