CHAPTER I

INTRODUCTION

Reading fluency covers the speed or rate of reading, and the ability to

read the materials with expression and accuracy as well. Meyer and Felton

defined fluency as ―the ability to read connected text rapidly, smoothly,

effortlessly, and automatically with little conscious attention to the mechanics

of reading such as decoding‖ (1999, p. 284). The ability to read words by sight

automatically is the key to skilled reading (Ehri, 1998).

Abadzi (2011) revealed that limited reading practice results in a deficit

in reading fluency in the US, Mexico, and Chile. Other than that, more than

393 million children have failed to gain basic literacy skills at the age of 10

since world readers adopted the sustainable development goals in 2015,

United Kingdom (2021). Even before COVID-19, the World Bank and

UNESCO estimated that 90% of 10-year-olds in low-income countries could

not read and understand a simple story. Additionally, Domingue, et. al (2021)

find that the students in the first 200 days of the 2020-2021 school year

tended to experience slower growth in Oral Reading Fluency (ORF) relative to

pre-pandemic years.

According to UNICEF (2020), less than 15% of schoolchildren in the

Philippines can read simple texts—about three children out of every 20. This

is due to the longest school closure of more than 70 weeks as of the middle of

February since the COVID-19 pandemic. Even before the pandemic, more

than half of 10-year-olds in low and middle-income countries had poor reading

1
skills. Aside from that, Oseña-Paez, (2022) stated that the World Bank

presented a report that showed 9 out of 10 children in the Philippines at late

primary age are not proficient in reading. Tonisito Umali, the DepEd

Undersecretary of Legislative Affairs, stated that few students cannot read or

read with comprehension, even if they have gone up to a higher grade level,

as reported by Maria Montemayor (2019).

CNN Philippines (2020), stated that around 40, 000-grade school

students in the Bicol region struggle to read. According to the Department of

Education Region V, a series of tests administered by the Philippine Informal

Reading Inventory (Phil-Iri) revealed that these students are considered

struggling readers after taking both English and Filipino tests. Around 18, 143

of those are in grade levels 3-6. Furthermore, Legazpi City, Albay, Philippines

has more than 70, 000 elementary students in Bicol who cannot read in both

English and Filipino, according to the Department of Education (DepEd), citing

initial results of a 2019 study. Of this number, 18, 143 are pupils in Grades 3

to 6, as shown by Grace Rabelas, education for the curriculum and learning

management division of DepEd Bicol, showed.

Learners’ first language can be learned at home. A child can read and

learn minimal words at home which can be improved with the help of the

teachers at school. Teachers are responsible for teaching students writing,

numeracy, and especially reading skills. Due to the unexpected COVID-19

pandemic, many aspects of society have been affected, especially the

education system in the country. When the pandemic strikes, face-to-face

classes stop and students continued modular distance learning. As a result,

2
some students need to stop schooling for a while because of the burden

brought by the COVID-19 pandemic.

Brigada Pagbasa (BP) as a form of Brigada Eskwela is an after-school

reading program in response to Hamon: Bawat Bata Bumabasa or DepEd 3B

Initiative issued under DM 173, s. 2019. This reading advocacy aims to

improve the country’s education system, especially in equipping learners with

21st-century skills. Also, the Brigada Pagbasa wants to end and eradicate

illiteracy and numeracy learning gaps in those struggling readers. The

conduct of Brigada Pagbasa advocacy includes activities that encourage

volunteerism and reading tutors and sponsors. According to World Vision

International, the Brigada Pagbasa partners support the program based on

the competencies and available resources. Some partners composed of

community professionals, teacher applicants, education graduates, Local

Government Unit Officials, and Parent Teachers Association Officers sign up

as volunteer tutors. The teachers in Batang Elementary School look for

volunteer tutors to help them to teach the learners. Volunteer tutors are those

who lend their willingness to help. As well as the sponsors that mostly help by

giving financial support and materials for the success of Brigada Pagbasa.

Reading fluency is defined as the ability to read with speed, accuracy, and

proper expression which is part of the aim of Brigada Pagbasa. And for that,

the researchers have tested the effectiveness of the Marungko Strategy on

the reading fluency level of struggling readers since the Marungko Strategy is

designed to enhance the reading skills of the learners through the use of the

modern Filipino alphabet. This strategy was first introduced by two Filipino

3
teachers namely Nooraihan Ali and Josefina Urbano in 1967 from De Los

Santos Community School in Marungko Angat, Bulacan, Philippines.

The researchers came up with the study entitled, Brigada Pagbasa

Tutoring: Effectiveness of Marungko Strategy on the Reading Fluency of

Struggling Readers in Batang Elementary School for A/Y 2022-2023. The

researchers chose this study because of the current issue that students are

struggling with reading. Some students can read but they are far from being

fluent in their level of competency. The study aimed to promote and

recommend as well as to ensure that the Marungko Strategy through the

Brigada Pagbasa, has been one out of many strategies proven and tested

that is usable for the reading fluency of those struggling readers.

STATEMENT OF THE PROBLEM

This study determined the Brigada Pagbasa Tutoring: Effectiveness of

the Marungko Strategy on the reading fluency of struggling readers in Batang

Elementary School. It answered the following questions:

1. What is the reading fluency level of struggling readers before the

implementation of Brigada Pagbasa?

2. What is the reading fluency level of struggling readers after the

implementation of Brigada Pagbasa using the Marungko Strategy?

3. Is there a significant difference between the reading fluency levels of

struggling readers before and after the implementation of Brigada

Pagbasa using the Marungko Strategy?

4
4. What developmental mechanism/output can be recommended to promote

or improve the reading fluency level of struggling readers?

OBJECTIVES OF THE STUDY

This research study intended to determine the reading fluency level of

struggling readers through the implementation of Brigada Pagbasa tutoring

using the Marungko Approach as a strategy in Batang Elementary School.

Specifically, it aims to:

1. Determine the performance level in terms of reading fluency of struggling

readers before and after the implementation of Brigada Pagbasa using

Marungko Strategy in Batang Elementary School.

2. Identify the significant difference between the reading proficiency levels of

the struggling readers before and after the implementation of Brigada

Pagbasa using the Marungko Tutoring Strategy.

3. Develop an activity that can promote or improve the reading fluency level of

struggling readers

SCOPE AND DELIMITATIONS

This study sought to deal with the Brigada Pagbasa Tutoring utilizing

the Marungko Strategy on enhancing the reading fluency of struggling readers

in Batang Elementary School in the municipality of Pamplona Camarines Sur.

This study included the struggling readers for the 1 st quarter of the

implementation of Brigada Pagbasa for the academic year 2022-2023 at

Batang Elementary School. The total respondents of this study are 49

struggling readers (non-readers & frustration) from Grades 4 to 6.

5
SIGNIFICANCE OF THE STUDY

This study is beneficial to the following:

Tutees/Readers: This study will help struggling readers by

conveniently enhancing their reading fluency level. This study also provides a

bridge as it is a prerequisite for reading comprehension.

Tutors/Teachers: The researchers will give knowledge on the

effectiveness of the Marungko Strategy that the tutors/teachers can utilize in

developing reading fluency among struggling readers.

Parents: This study will pave the way to assist parents through the

provided strategy in teaching reading fluency among their children that are

struggling readers.

School: This study will benefit the school in promoting reading fluency

among struggling readers through the use of the Marungko Strategy. Also, if

possible, create a policy-making on utilizing the Marungko Strategy as an

effective way of developing reading fluency.

Community: This study is beneficial for the development and

betterment of every individual’s apropos literacy when they achieved reading

fluency, therefore, this study provided the Marungko Strategy to improve

reading fluency among struggling readers.

Other Researchers: This study will help future researchers as another

reference that will support their research. Also with this study, the other

researchers will be guided through another piece of study in connection.

6
ASSUMPTION

This study was guided by the assumption that the Marungko

Strategy is effective in improving the reading fluency level of the struggling

readers of Batang Elementary School.

HYPOTHESIS

There is a significant difference between the results of reading

fluency levels of struggling readers before and after the implementation of

Brigada Pagbasa Tutoring using the Marungko Strategy.

DEFINITION OF TERMS

To ensure that the terms used in this study were understood by all

participants, technical and operational definitions were provided.

Brigada Pagbasa - the Brigada Pagbasa (BP) as a form of Brigada

Eskwela (BE) is an after-school reading program in response to Hamon:

Bawat Bata Bumabasa or DepEd 3B Initiative issued under DM 173, s. 2019.

All BE implementers are encouraged to conduct this partnership initiative for

reading which serves as a platform to synergize education-related endeavors

that immediately address literacy and numeracy learning gaps.

Marungko Strategy/ Approach- the Marungko Approach is designed

to improve students' reading skills through the use of the modern Filipino

alphabet. Instead of introducing letters arranged traditionally, letters are

arranged based on the sound of the letters. The letters are then introduced in

localized and contextualized songs and poems for the students to remember

7
and learn them better. Marungko Strategy can be used by the teachers and

tutors to help the struggling readers in Batang Elementary School to develop

their reading fluency.

Reading Fluency- the ability to read a text easily. Reading fluency has

four parts: accuracy, speed, expression, and comprehension. Each part is

important, but no single part is enough on its own. A fluent reader can

coordinate all four aspects of fluency.

Struggling Readers- low achiever students with identified reading

difficulties, dyslexia, and/or with reading, learning, or speech/language

disabilities which can be classified as:

Non-Reader – this refers to students who cannot read a single word or

even have difficulties in recognizing letters and sounds.

Frustration– this refers to the students who are in the stage where

readers find reading materials so difficult that they cannot successfully

respond to reading them.

8
 NOTES

Llego, M. (2022). The brigada pagbasa (BP) as a form of brigada eskwela is

an after-school reading program in response to Hamon: Bawat bata

bumabasa or DepEd 3B Initiative issued under DM 173, s. 2019.
Retrieved from https://www.teacherph.com/brigada-pagbasa\

Paranaag A., (June 8 to 180. MBHTE improves teachers’ skills on the

Marungko approach.

https://www.savethechildren.org.ph/our-work/our-stories/story/mbhte-
improves-teachers-skills-on-marungko-approach-others/

Wanzek, J., Wexler, J. & Ciullo, S. (2010). Reading interventions for

struggling readers in the upper elementary grades: a synthesis of 20

years of research. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2975107/#:~:text=Strug
gling%20readers%20were%20defined%20as,learning%20or%20speec
h%2Flanguage%20disabilities.

United way blog (2015). Top 5 Reasons to Be a Volunteer Tutor. MEI

COBB. Retrieved from: https://www.unitedway.org/blog/top-5-reasons-

to-be-a-volunteer-tutor

Fran N. (2021). What Is Reading Fluency? And why Is It Important?

https://mylearningspringboard.com/what-is-reading-fluency-and-why-
is-it-important/

Jomel J. FRIDAY (2022). Brigada Pagbasa Programme (National Reading

Brigade). https://www.wvi.org/stories/brigada-pagbasa-programme-
national-reading-brigade

UNESCO (2020). How your child reading skill suffered during lockdown?

https://hellodoctor.com.ph/parenting/school-age-children/reading-
skills/?fbclid=IwAR2L1b06uK2OeTL7PI1YwAKBTJ-
zaSryLd6dKjez1MGSLWCgekR7MKHm97I

Christine S. (2020). Vygotsky Scaffolding: What it is and how to use it

https://blog.prepscholar.com/vygotsky-scaffoldingzoneofproximal-
development?fbclid=IwAR3ny0n6ml_OYgfuRgmghK7-
9
 U3cW1mmcIrrmq6Uml4bpC8GSTeuQy3pZYhs:~:text=Lev%20Vygotsk
y%20(1896%2D1934),to%20as%20%22Vygotsky%20scaffolding%22

Helen, A. (2011). Reading fluency measurements in EFA FTI partner

countries: Outcomes and improvement prospects. GPE working paper

series on learning; No. 1. World Bank, Washington, DC. © World Bank.
Retrieved from:
https://openknowledge.worldbank.org/handle/10986/26822

United Kingdom (2021). 393 million children unable to read: The world’s

shocking lost potential| Save the Children International. Retrieved from:

https://www.savethechildren.net/news/393-million-children-unable-
read-world%E2%80%99s-shocking-lost-
potential?fbclid=IwAR0nSDDUJIpHDofoR-
UvVOXbveIsYvJZOwUzbA5LKe7kiLZPEk_bCJkHtkc

UNICEF (2020). Has your child’s reading skills suffered during lockdown?

Retrieved from: https://hellodoctor.com.ph/parenting/school-age-

children/reading-skills/

Ma. Teresa Montemayor, M. T. (2019). DepEd, World Vision to address PH

literacy gap. Retrieved from: https://www.pna.gov.ph/articles/1080820

Daphne O.P. (2022). Why 9 out of 10 Filipino children can’t read? Retrieved

from:https://www-manilatimes-
net.cdn.ampproject.org/v/s/www.manilatimes4046

10
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

Rasinski (2017), points out that there is a large percentage of primary-

grade students who struggle in reading and have not achieved full

competency in the foundational reading competencies (word recognition and

fluency). The author argues that more intensive instruction of the foundational

competencies is needed and proposes a simple lesson approach that may

help the reading outcomes of the students. In connection with this study, there

are data collected before the implementation of Brigada Pagbasa tutoring. It

was also revealed that there are more non-reader students than students that

are under frustration level.

In the study of Yildiz, et al. (2017), they used the relational screening

model to examine the relationship between fourth-graders’ reading fluency,

reading comprehension, and attention (132 fourth-graders with grade level

adequate reading skills). The results showed that good readers' attention had

significant effects on reading speed, prosody, word recognition, and

comprehension, respectively. In this study, the researchers used the group

screening test to identify the reading fluency levels of struggling readers in

Batang Elementary School.

Barwasser, A., Urton, K., Grünke, M. et al. (2022), aims to provide

preliminary evidence of the effectiveness of peer-tutorial racetrack training

11
with an integrated motivational sight word fluency of German struggling

elementary school students. To encourage reading motivation, the

intervention included graphing of performance scores and a group

contingency procedure. Results demonstrated a significant performance

increase in the treatment group, relative to the control group. In connection

with our study, it aims to enhance the reading fluency of struggling readers in

Batang Elementary School by using Marungko Strategy through the Brigada

Pagbasa Tutoring which is a voluntary peer tutoring.

Sukhram et al. (2017), in their study, examine the effects of oral

repeated reading, with and without corrective feedback, on the fluency and

comprehension skills of 60 struggling readers in 7th Grade. Students were

randomly assigned to one of two reading groups (oral repeated reading with

corrective feedback and oral repeated reading without corrective feedback).

Results indicated that both forms of intervention improved fluency and

comprehension. In this study, the use of strategy such as oral repeated

reading as it has been used in the 7th grade will be implemented, likewise, it

can be used to enhance the reading fluency level of students that falls into

frustration level.

The present study examined the amount, type, and quality of Tier 1

and supplemental reading instruction provided to 4th-grade struggling readers

and whether specific elements of instruction predicted growth in reading

skills. Students receiving supplemental reading instruction outperformed

those students receiving only Tier 1 on measures of oral reading fluency. In

connection with this study, it can be recommended that supplemental reading

12
instruction is significant to the growth of reading skills among students under

the frustration level (Shawn C. Kent et al., 2016).

RELATED STUDIES

Boltron and Ramos’s (2021) findings reveal that there is a significant

difference between the pre and post-test levels of beginning reading

competencies being tested. Hence it is concluded that the Marungko

Approach is an effective key in improving the learner’s reading performance in

the beginning reading stage which is also a crucial foundation in the

development of more micro-competencies in reading resulting in an improved

and solidified reading comprehension skills that are crucial in the higher level

of the educative process. Relatively, the current study also wants to reveal the

significant difference between before and after the implementation of Brigada

Pagbasa using the Marungko Strategy.

Luarente’s (2021) findings indicate that the Marungko Approach in

teaching reading could potentially enhance the learning of the students in this

subject because the learners now can witness how the letters or words would

be pronounced correctly through the utilization of video lessons in the

teaching-learning process particularly teaching the skills of the learners based

on the most essential learning competencies. Proportionally, this study used a

strategy of picking different letters from the alphabet to prevent struggling

readers from confusing one letter with another type of letter which can be

seen in the Marungko Strategy.

13
 Santos and De Vera (2020) found that the level of reading

performance of Grade 1 learners using the Marungko Approach was very

satisfactory with an overall weighted mean of 16.629 along phonemic

awareness, reading in isolation, reading in context, and reading

comprehension. A slightly strong relationship existed between the reading

performance of the Grade 1 learners and the profile variable on the mother’s

schedule in teaching reading. This study agrees with the satisfactory result of

using the Marungko Strategy because researchers want to find if the strategy

is effective by Brigada Pagbasa.

Rubin, N.T. & Travero, A.S., (2022), determined how effective the

Marungko Approach with Mentor-Mentee Arrangement is to the reading level

and story comprehension of elementary schoolers. After the 6-week

intervention, it was revealed that the learners have an improved reading level

and story comprehension. The study recommends the use of the Marungko

Approach in teaching reading to elementary schoolers as it fosters learners’

reading level and story comprehension. This study determined the efficiency

and effectiveness of the Marungko approach-based reading remediation

program in developing the reading ability of pupils with frustration reading

levels. The result of the difference analysis between the pre-test and post-test

of the participants on reading comprehension in their first language revealed

the effectiveness of the reading remediation program utilizing the Marungko

approach in increasing pupils’ reading comprehension performance.

Therefore, this study calls for a school city division-wide implementation of the

Marungko approach-based reading remediation to help pupils with frustration

14
reading levels in enhancing their reading ability. (Richard Mendoza Bañez

and Ma. Teresa Masangkay Urayan), (2019).

Vales (2019), stated that the Marungko Approach is effective in

teaching reading. In 30 Grade One- Bonifacio students, post-test results

showed significant improvement to the results from the pretest. All fourteen

non-readers were downed to zero. While the three moderate readers

increased to twelve. Also among seven slow readers, only five remained from

fast readers, they become thirteen. This study agrees with the present study

because the result showed that there is a significant improvement in reading

fluency of Grade four, five, and six struggling readers in Batang Elementary

School. The study showed that the non-readers and frustration levels

improved after the implementation of Brigada Pagbasa using the Marungko

Strategy.

STATE OF THE ART

According to Laurente (2021), Rubin, N.T. & Travero, A.S., (2022),

Santos and De Vera, (2020), the utilization of the Marungko strategy is

effective in enhancing the reading performance of students. First, Santos and

De Vera, (2020) found out that the level of reading performance of Grade 1

learners using the Marungko Approach was very satisfactory. Second, Rubin,

N.T. & Travero, A.S., (2022) recommends the use of the Marungko Approach

in teaching reading to elementary schoolers as it fosters learners’ reading

level and story comprehension. This study revealed that the learners have an

improved reading level and story comprehension after the 6-week

intervention. Lastly, Laurente (2021) indicates that the Marungko Approach to

15
teaching reading could potentially enhance learning. This used a strategy of

picking different letters from the alphabet to prevent struggling readers from

confusing one letter with another type of letter which can be seen in the

Marungko Strategy.

According to Richard Mendoza Bañez and Ma. Teresa Masangkay

Urayan, (2019), Boltron and Ramos, (2021), and Vales (2019), the result of

pre and post-test regarding the before and after implementation of the

Marungko Strategy indicates a significant difference. Richard Mendoza

Bañez and Ma. Teresa Masangkay Urayan, (2019) revealed that the result

of the difference analysis between the pre-test and post-test of the

participants on reading comprehension in their first language revealed the

effectiveness of the reading remediation program utilizing the Marungko

approach in increasing pupils ’ reading comprehension performance. While,

Boltron and Ramos, (2021) findings reveal that there is a significant

difference between the pre and post-test levels of beginning reading

competencies being tested. Hence it is concluded that the Marungko

Approach is an effective key in improving the learner’s reading performance in

the beginning reading stage. Lastly, Vales (2019), stated that Marungko

Approach is effective in teaching reading. Post-test results showed 18

significant improvements to the results from the pre-test.

16
 Ehri and McCormick Information
Word Learning Theory Processing Model Automaticity Theory
(Ehri and McCormick, Theory (Slavin, 2002) (Samuel, 2007)
1995) Cognitive process that A well-known theory
A widely recognized theory promotes reading in the field of reading
in the field of reading practice and repeated fluency that focuses
fluency that identify four reading to decode data primarily on word
stages for development of into the long-term recognition.
reading words. memory.

Brigada Pagbasa Tutoring: Effectiveness of

Marungko Strategy on the Reading Fluency
of Struggling Readers in Batang Elementary
School for A/Y 2022-2023

Scaffolding Theory
Behaviorism (Zuriff, 1985)
(Vygotsky, 1934)
For a behaviorists, information is
transferred and conveyed from a
Theory that emphasized the zone
knowledgeable person,teacher, to a less
of proximal development (ZPD).
knowledgeable source, student.

Figure 1. Theoretical Paradigm

17
THEORETICAL FRAMEWORK

Theories served as background or basis for interpreting the results of

this study. The theories below on Reading Fluency were used to support the

intent of the study. The relationship of each theory was presented in Figure 1.

Information Processing Model Theory

The "information processing model" is one of the cognitive

processing models. Reading fluency is addressed by several systems based

on the information processing model (Slavin 2002) that encourage readers to

practice specific skills, such as quickly recognizing letters and sounds and

recalling knowledge held in long-term memory. For daily tasks, the brain has

a set capability. If pupils spend a considerable portion of their capacity and

time reading and decoding words, just a small capacity and time will be left for

meaning and comprehension. As a result, if pupils learn to read fluently at a

young age, a large percentage of their brain's capacity will be allocated to

making sense of the meaning of the text. In this case, pupils must repeatedly

rehearse to read aloud for the reason that the information will be moved to the

long-term memory which has an unlimited capacity over a long period. Other

than that, this theory stated that there will be needed help from the teachers to

improve students’ memory by motivating and allowing them to practice and

decode data into long-term memory. Therefore, this theory promotes that it

ought to conduct a reading practice, repeated reading, assisted reading, and

rhyming methods as a way to encode data, in this case, recognition of letters,

sounds, sight words, and high-frequency words. In connection with this study,

the Brigada Pagbasa will help to produce tutors that could facilitate practice

18
reading among struggling readers that will allow students to read aloud for

them to develop and enhance recognition of letters and sounds into words

through the use of the Marungko Strategy.

Automaticity Theory (Samuels 2007), is a well-known theory in the

field of reading fluency that focuses primarily on word recognition. Reading

fluency, according to Samuel’s theory, is defined as the ability to decode and

comprehend a text at the same time. Aside from that, Tracey and Morrow

(2012) pointed out that reading text has several sub-skills (or processes) such

as letter recognition, blending, chunking, skimming, and scanning. However,

readers had three basic processes to go through during the reading of text

such are decoding, comprehension, and attention. But the problem is that the

more attention one gives to decoding, the less attention one gives to

comprehension. That is why Samuels (1974) designed a repeated strategy

based on the Automacity theory. The reason is that the repeated reading

strategy helps students in reducing the capacity for attention and cognition

given to the text. Therefore, the purpose of this study is to investigate the

efficacy of Brigada Pagbasa Tutoring using the Marungko approach on the

reading fluency of struggling readers and to promote the use of this strategy

so that the pupils will become fluent readers for them to comprehend the

meaning of the text they are reading. Consequently, according to LaBerge

and Samuels (1974), the theory of automaticity is a bottom-up serial stage

reading model. This means that readers must first master the lower-level

procedures before progressing to the higher-level activities. Following this

study, the Marungko strategy will aid to improve struggling readers' reading

19
fluency levels from lower to higher level processes. Struggling readers can

recognize letters to words using the Marungko strategy.

Another is Ehri and McCormick’s Word Learning Theory. According

to Ehri (1995), word learning theory is another widely recognized theory in the

field of reading fluency. Ehri identified four stages for the development of

reading words, which are the pre-alphabetic (preschool), partial alphabetic

(kindergarten), full-alphabetic (first grade), consolidated-alphabetic (first

grade), and consolidated-alphabet (second grade). These stages have

different characteristics that guide the teachers in identifying their reading

instructions and in informing their practices. For example, in the stage of pre-

alphabetic phase, the teacher has to focus on letter recognition and phonics

awareness. In the partial-alphabetic stage, the teacher should model to

students how to blend sounds in words. In the third phase, the full-alphabetic

stage, students re-read the text multiple times and practice pronouncing

various words and encoding them. In this case, it is indicated that the first

three phases focus on building knowledge of letters, sounds, graphemes,

phonemes, and phonics. Aside from that, concerning reading-aloud

strategies, are used more in the consolidated-alphabetic phase to move

students to the advanced stage. Therefore, according to Ehri (2005), it is

worth noting that during the automatic-alphabetic phase, the students develop

automaticity and speed in reading familiar and unfamiliar words. Furthermore,

Ehri (2002) and Ehri and McCormick (1998) highlighted different aspects of

reading fluency. It is more concerned with reading instruction, promoting using

various reading methods that precise instructions suit the student’s level such

as reading, modeled reading, and repeated reading approaches (Pikulski &

20
Chars 2005). Thus, reading instructions must encourage continues reading

practice to increase students’ knowledge of alphabets and sight/high-

frequency words. When it comes to the assessment of oral reading fluency,

Ehri (2002) believe that students should be assessed regularly by observing

and giving them the support they need to move from one stage to another. In

connection with this study, Brigada Pagbasa Tutoring utilized the Marungko

strategy as direct reading instruction through repeated reading that is suited to

the reading fluency level of struggling readers with the help of tutors and

teachers. Teachers will give a quarterly assessment of the readers to evaluate

if there is improvement in the students reading fluency level to change the

reading strategy and instruction they are suited to. Teachers and tutors will

serve as the knowledge that is critical to building a strong foundation of

literacy skills. Those students who have a problem moving from one stage to

another need knowledgeable teachers and tutors in supporting the success of

building and developing their reading skills.

Vygotsky’s Scaffolding is a teaching method that uses instructors

and more advanced peers to help students to learn. According to this theory,

students can learn more when they received help and guidance from

someone. This theory indicated the zone of proximal development which

stated that each student, for each subject, has three levels of learning. (1)

things that students can accomplish on their own. (2) things that students can

accomplish with help from someone else. (3) things that the students can’t

accomplish no matter how much help they have. In connection to this study,

tutees are also having different levels of learning, therefore, this study will

focus on enhancing the reading fluency of struggling readers by utilizing

21
Marungko Strategy through the help of Brigada Pagbasa tutors and

volunteers.

This study was anchored on Behaviorism Theory. According to Zuriff,

1985, for behaviorists, information is transferred and conveyed from a

knowledgeable person, a teacher, to a less knowledgeable source, a student.

In education, behaviorism can inform literacy instructions meaningfully by

leading teachers to use specific strategies and assessment methods.

According to Tracey & Morrow 2012, it is an important theory that is

associated with direct instructions and implications for reading that could

improve students’ achievement. In connection with our study, tutees need a

knowledgeable other to improve their reading fluency level, using the

Marungko Strategy. And the tutors or volunteers will serve as the source of

information that will be transferred to struggling readers.

CONCEPTUAL FRAMEWORK

The conceptual paradigm presented in Figure 2 shows the expected

relationship between the input, process, and output. First and foremost, input

refers to the conducted Pre-Test among the Grade 4 to 6 students in Batang

Elementary School using the Group Screening Test (GST) before the

implementation of Brigada Pagbasa Tutoring. Based on the conducted pre-

test, the percentage method is used in identifying the reading fluency levels of

struggling readers in Batang Elementary School. Struggling readers are

classified into two; which are non-readers and frustration level.

22
 Brigada Pagbasa Tutoring:

Effectiveness of Marungko Strategy on the Reading Fluency of

Struggling Readers in Batang Elementary School

INPUT PROCESS
OUTPUT
Pre-Test results Marungko Strategy
(GST) before the Implementation Post-Test results (GST)
implementation of after the 1st quarter
Brigada Pagbasa implementation of
Tutoring Brigada Pagbasa
Tutoring utilizing the
Marungko Strategy

3PR: A Compilation of Developmental

Mechanism to Improve Frustration
Reading Fluency

Figure 2. Conceptual Paradigm

23
 On the other hand, the process indicated the reading fluency levels of

struggling readers after the implementation of Brigada Pagbasa Tutoring

utilizing the Marungko Strategy. Hence, the output contains the Post-Test

results using the same test (Group Screening Test) after the 1st quarter

implementation of Brigada Pagbasa Tutoring utilizing the Marungko Strategy.

Therefore, this study utilized the T-Test to find out the significant difference

between the reading fluency levels of struggling readers before and after the

implementation of Brigada Pagbasa.

Lastly, this study recommends ―3RP: A Compilation of Developmental

Mechanism to Improve Struggling Readers Fluency‖. It contains the collected

reading strategies to improve the reading fluency levels of students under the

frustration level. Since this study found that utilizing Marungko Strategy under

the frustration level has no significant difference which indicated that

Marungko Strategy is not effective on the frustration level.

24
 NOTES

Boltron, T., Ramos, A. a (2021). Improving beginning reading literacy through

Marungko approach. ASEAN Journal of Basic and Higher Education, 5

(1), 1-12.

Laurente, M. (2021). Effectiveness of Marungko approach in teaching

through video lessons to the reading performance of grade 1 pupils.

International Journal of Advanced Multidisiplinary Studies, 1 (4), ISSN:
2782-893X

Santos, C. De Vera, G. (2020). Reading performance of

grade 1 learners using Marungko approach. ASEAN_JBHE FULL

ISSUE, 2 (1).

Vales, A. (2019). The effectiveness of the Marungko approach in

teaching beginning reading in grade one of Kaingen- Poblacion

Elementary School. Vol. 3 No. 21(2019): Acendens Asia Journal of
Multidisciplinary Research Abstracts.

Guevarra, R. (2022). Distance learning Marungko approach on the reading

abilities and students performance of Los Banos Central Elementary

School. International Journal of Research Publications (IJRP.ORG)
104(1), 1110-1121; doi:.10.47119/IJRP1001041720223593.

Berdera, R., Accad, M., and Agco, M. (2021). Effectiveness of Marungko and

Fuller approach to grade-v non-reader pupils of Tanzang Luma

Elementary School.

Rasinski, T. (2017). Readers who struggle: Why many struggle and a modest

proposal for improving their reading. The reading teacher, 70 (5), 519-
524. Retrieved from:
https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1533

Mustafa, Y. Ezgi, C. (2017). The relationship between good

readers’ attention, reading fluency and reading comprehension.

Universal Journal of Educational Research, 5 (3), 366-371. Retrieved
from: https://eric.ed.gov/?id=EJ1134476

25
Rubin, N.T. & Travero, A.S. (2022). Fostering reading level and story

comprehension through MARITES (Marungko Approach Reading

Intervention to Elementary Schoolers) With mentor-mentee
arrangement. International Research Journal of Science, Technology,
Education, and Management, 2(3), 18-25. Retrieved from:
https://doi.org/10.5281/zenodo.7136494

Barwasser, A., Urton, K., Grünke, M. et al. (2022). Fostering word fluency of

struggling third graders from Germany through motivational peer-

tutorial reading racetracks. Read Writ 35, 29–53 (2022). Retrieved
from: https://doi.org/10.1007/s11145-021-10172-3

Bañez, R. Urayan M. (2019). Unpacking pupils’ reading ability: Examining the

effect of Marungko approach-based intervention program for

non-reader pupils. International Journal of Recent Innovations in
Academic Research, 3(2), 60-66. Retrieved from:
https://www.researchgate.net/profile/RichardBanez/publication/363212
882_

Sukhram, D. & Amaya, L. (2017). The effects of oral repeated reading with

and without corrective feedback on middle school struggling readers.

British Journal of Special Education 44 (1) 95-111. Retrieved
from:https://.nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/146
78578.12162?fbclid=IwAR2CgZonEQxmf1Q5DeLQD_ruQFmodZgr4no
inPFkrHfLa5m6IrtL7VhjJU

Kent, S. (2016). Reading instruction for fourth-grade struggling readers and

the relation to student outcomes. Reading & writing quarterly

overcoming learning difficulties, 33 (5). Retrieved from:
https://www.tandfonline.com/doi/abs/10.1080/10573569.2016.1216342
?fbclid=IwAR3Oan6J_9itXeqAHhYiiAddka5FbwEJizqxgL_K_n5tsYBTB
rALJgg5QEA

26
 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researchers presented the research techniques

employed in the conduct of this study. It indicates and discusses the methods,

research locale, population, sampling procedure, and research instrument that

were used to interpret data.

RESEARCH DESIGN

In this study, Mixed Method was used to answer the questions by

examining numerical data (secondary source) to identify the significant

difference between the two variables.

RESEARCH INSTRUMENT

The researchers gathered the Group Screening Test (GST) to

determine the total number of struggling readers in Batang Elementary

School. This study also used T-Test to determine the significant difference

between struggling readers before and after the implementation of Brigada

Pagbasa.

RESEARCH LOCALE

This study was conducted with the struggling readers of Batang

Elementary School. The students were from Batang Pamplona Camarines

Sur, District 2.

27
POPULATION AND SAMPLING

Purposive sampling was used to identify the respondents of this study,

49 (students) struggling readers of Batang Elementary School who are from

Grades 4 to 6. There are a total of 49 struggling readers. For the grade 4

students, it had 32 struggling readers, for the grade 5 students, it had 26

struggling readers, and for the grade 6 students, it had 36 struggling readers.

The respondents served as the source of data in determining the Brigada

Pagbasa Tutoring: Effectiveness of the Marungko Strategy on the reading

fluency of struggling readers in Batang Elementary School.

28
 Table 1.

A Distribution of Respondents

Grade Level Non-Reader Frustration

Grade 4 15 4
Grade 5 6 6
Grade 6 6 12
Total 27 22

29
STATISTICAL TREATMENT

The data that was gathered in this study undergo analysis and

interpretation.

The following statistical treatments were used:

Percentage - was used to measure the reading fluency level of

struggling readers before and after the implementation of Brigada Pagbasa

Tutoring utilizing the Marungko Strategy. The Formula used was: % f = f X

100; Where f is the Frequency; n is the sample.

T-Test - for independent sample (equal sample) was used to determine

the significant difference between the reading fluency of struggling readers

before and after the implementation of Brigada Pagbasa.

30
 NOTES

Busetto, L. Wick, W. Gumbinger, C. (2020). How to use and access

qualitative research methods. Neurological Research and Practice 2,

14. Retrieved from:

https://neurolrespract.biomedcentral.com/articles/10.1186/s42466-020-
00059z

Bhandar, P. (2020). What is quantitative research?

| Definition, uses & methods. Published on June 12,2020. Revised on

November 24, 2022. Retrieved from:
https://www.scribbr.com/methodology/quantitative-research/

31
 CHAPTER IV

PRESENTATION OF RESULTS AND DISCUSSION

This chapter contains the analysis and interpretation of the data

gathered on the effectiveness of the Marungko Strategy on the reading

fluency of struggling readers in Batang Elementary School. The discussion

focuses on (1) the reading fluency level of struggling readers before the

implementation of Brigada Pagbasa using the Marungko Strategy (2) the

reading fluency level of struggling readers after the implementation of Brigada

Pagbasa using the Marungko Strategy, (3) the significant difference between

the reading fluency levels of the struggling readers before and after the

implementation of Brigada Pagbasa using the Marungko Tutoring Strategy.

32
 Table 2

STRUGGLING READERS (NON-READERS & FRUSTRATION) BEFORE

THE IMPLEMENTATION OF BRIGADA PAGBASA TUTORING

Grade Non- Percentage Frustration Percentage Total

Level Reader of Non- of
reader Frustration
Grade 4 15 78.95% 4 21.05% 19
Grade 5 6 50% 6 50% 12
Grade 6 6 28.57% 15 71.43 21
Total 27 51.92% 25 48.08% 52

33
Reading Fluency Level Before the Implementation of Brigade Pagbasa

Table 2 shows the total number of struggling readers (Non-reader &

Frustration) before the implementation of Brigada Pagbasa Tutoring. There

are 52 total respondents. It was found based on the gathered data that Grade

4 has the highest number of non-readers with a total of 15 pupils which is

equivalent to 78.95 %, while under the frustration level, Grade 6 got the

highest number of population with a total of 25 pupils or 48.08%.

It can be concluded from the results that the struggling readers are

under the frustration level and non-readers which means that they find the

reading materials that they are using so difficult to understand to the point that

they cannot respond to it.

The results indicated that there is a need among reading teachers to

modify their methods and strategies when it comes to reading lessons.

Reading is a very important part of the learners’ life from where they can learn

a lot. This outcome may also be associated with the recent pandemic that was

experienced globally, Covid-19. The modular approach may be one of the

reasons since the pupils do not have face-to-face meetings with their

teachers. They do not know how to read a particular word or they cannot

imitate what is the sound of a certain phoneme because they do not have a

model, which is the teacher. Furthermore, parents may also be one of the

reasons why there are non-readers. Parents may have failed to follow up on

their children’s progress regarding their reading development.

This result is supported by the "information processing model" which is

one of the cognitive processing models. Reading fluency is addressed by

34
several systems based on the information processing model (Slavin 2002)

that encourage readers to practice specific skills, such as quickly recognizing

letters and sounds and recalling knowledge held in long-term memory.

Therefore, this theory promotes that it ought to conduct a reading

practice, repeated reading, assisted reading, and rhyming methods as a way

to encode data, in this case, recognition of letters, sounds, sight words, and

high-frequency words.

According to Ehri (1995), word learning theory is another widely

recognized theory in the field of reading fluency. Ehri identified four stages for

the development of reading words, which are the pre-alphabetic (preschool),

partial alphabetic (kindergarten), full-alphabetic (first grade), consolidated-

alphabetic (first grade), and consolidated-alphabet (second grade). These

stages have different characteristics that guide the teachers in identifying their

reading instructions and in informing their practices. This entails that teachers

specifically during the formative years of the learners should focus on these

stages to develop the student’s reading skills and abilities.

Moreover, Rasinski (2017), indicated that there are a large percentage

of primary-grade students who struggle in reading have not achieved full

competency in the foundational reading competencies (word recognition and

fluency). Therefore, in this article, the author argues that more intensive

instruction of the foundational competencies is needed and proposes a simple

lesson approach that may help the reading outcomes of the students. In

connection with this study, there are the data collected before the

35
implementation of Brigada Pagbasa tutoring. It indicated that non-readers

students are more than the students that are in frustration level. On the other

hand, Yildiz et al. (2017), used the relational screening model to examine the

relationship between fourth graders’ reading fluency, reading comprehension,

and attention (132 fourth graders with grade-level adequate reading skills).

The study results showed that good readers' attention had significant effects

on reading speed, prosody, word recognition, and comprehension,

respectively. This proves that reading strategies must be implemented to

improve the learners reading fluency.

36
 Table 3.1

STRUGGLING READERS (NON-READERS) AFTER THE

IMPLEMENTATION OF BRIGADA PAGBASA TUTORING

Grade Level Non-Readers Improved Percentage of

Improvement
4 15 6 40%
5 6 4 66.67%
6 6 6 100%
Total 27 16 59.26%

37
Reading Fluency Level After the Implementation of Brigada Pagbasa

Tutoring Using The Marungko Strategy

Table 3.1 shows the reading fluency level after the implementation of

Brigada Pagbasa Tutoring using the Marungko Strategy. The data indicates

that out of 6 identified Grade 6 non- readers, 6 pupils have improved which is

equivalent to a 100% improvement percentage while Grade 4 had improved 4

learners out of 15 with a 40% improvement rating. There are 16 out of 27

learners who improved, with an overall rating of 59.26% improvement

percentage.

The data implies that there are improvements in reading fluency levels

of the non-reader students in Batang Elementary School after applying the

Brigada Pagbasa Tutoring using the Marungko Strategy. This also showed

that Marungko Strategy is more effective on the Grade 6 students as garners

a 100% improvement percentage as compared with the lower grades.

This indicates that the Brigada Pagbasa Tutoring using the Marungko

Strategy is useful in enhancing and improving the learners' reading skills. The

use of the modern Filipino alphabet is an advantage among learners since

they are already familiar with the sounds. The adaptation of the Marungko

Strategy in teaching reading using localized and contextualized songs and

poems motivates the learners because they are already acquainted with it.

This result is similar to the study conducted by Santos, C. M., & De

Vera, G. M. (2020), the level of reading performance of Grade 1 learners

using the Marungko Approach along with phonemic awareness, reading in

isolation, reading context, and reading comprehension.

38
 Moreover, the Automaticity Theory (Samuels 2007), is a well-known

theory in the field of reading fluency that focuses primarily on word

recognition. Reading fluency, according to Samuel’s theory, is defined as the

ability to decode and comprehend a text at the same time.

That is why Samuels (1974) designed a repeated strategy based on

the Automacity theory. The reason is that the repeated reading strategy helps

students in reducing the capacity for attention and cognition given to the text.

In connection with this study, just like the automaticity theory, the Marungko

strategy is a repetition reading that was found effective on the non-readers.

Moreover, Rubin, N.T. & Travero, A.S. (2022), shows how effective Marungko

Approach with Mentor-Mentee Arrangement is to the reading level and story

comprehension of elementary schoolers. After the 6-week intervention, it was

revealed that the learners have an improved reading level and story

comprehension. The study recommends the use of the Marungko Approach in

teaching reading to elementary schoolers as it fosters learners’ reading level

and story comprehension.

Likewise, Luarente’s (2021) findings indicated that the Marungko

Approach in teaching reading could potentially enhance the learning of the

students in this subject because the learners now can witness how the letters

or words would be pronounced correctly through the utilization of video

lessons in the teaching-learning process particularly teaching the skills of the

learners based on the most essential learning competencies. Proportionally,

this study used a strategy of picking different letters from the alphabet to

39
prevent struggling readers from confusing one letter with another type of letter

which can be seen in the Marungko Strategy.

40
 Table 3.2

STRUGGLING READERS (FRUSTRATION) AFTER THE

IMPLEMENTATION OF BRIGADA PAGBASA TUTORING

Grade Level Frustration Improved Percentage of

Improvement
4 4 2 50%
5 6 2 33.33%
6 15 9 60%
Total 25 13 52%

41
 Table 3.2 presents the total number of struggling readers under the

frustration level after the implementation of Brigada Pagbasa Tutoring using

the Marungko Strategy. The grade 6 pupils were recorded with the highest

improvement of 60% (9 out of 15 improved), while it is noted that there was

only a 33.33% improvement among the grade 5 learners (2 out of 6

improved).

The data implies that there is an improvement in the reading fluency

levels of the struggling learners under the frustration level in Batang

Elementary School after the implementation of Brigada Pagbasa Tutoring

utilizing the Marungko strategy, specifically among the grade 6 learners.This

shows that grade 6 learners can learn faster compared to the other lower

grade level. This also indicates that the Marungko Strategy used during the

Brigada Pagbasa among the struggling learners is highly functional since

there was a 100% improvement among the grade 6.

Richard Mendoza Bañez and Ma. Teresa Masangkay Urayan (2019),

determined the efficiency and effectiveness of the Marungko approach-based

reading remediation program in developing the reading ability of pupils with

frustration reading levels. The result of the difference analysis between the

pre-test and post-test of the participants on reading comprehension in their

first language revealed the effectiveness of the reading remediation program

utilizing the Marungko approach in increasing pupils’ reading comprehension

performance.

Therefore, this study calls for a school city division-wide

implementation of the Marungko approach-based reading remediation to help

42
pupils with frustration reading levels in enhancing their reading ability. The

Significant difference between the reading fluency levels of the struggling

readers before and after the implementation of Brigada Pagbasa using the

Marungko Tutoring Strategy.

43
 Table 4.1

SIGNIFICANT DIFFERENCE BETWEEN THE READING FLUENCY OF

NON-READERS BEFORE AND AFTER THE IMPLEMENTATION OF THE
MARUNGKO STRATEGY

Mean Computed Tabular t- interpretation

t-value value
before 9.00 8.0 4.30 S
after 3.67

Legend
|Computed t-value|<|tabular t-value| - Not Significant
|Computed t-value|>|tabular t-value| - Significant

44
A significant difference between the reading fluency of non-readers

before and after the implementation of the Marungko Strategy

Table 4.1 shows the significant difference between the reading fluency
of non-readers before and after the implementation of the Marungko Strategy.
The result showed that there is a significant difference between the reading
fluency of non-readers before and after the implementation, with computed t-
value (t= 8.0) which is less than the tabular value (t= 4.30).

The data implies that the Marungko strategy is effective for non-reader

students. It further implies that by implementing Marungko Strategy, the

reading fluency of students is significantly increased.

This study is associated to Vygotsky’s scaffolding, a teaching method

that uses instructors and more advanced peers to help students to learn. In
this theory, students can learn more when they received help and guidance
from someone. Therefore, Marungko’s strategy became effective on the non-
readers as it has advanced peers or volunteers served as instruments to
assist the students to read.

Like Scaffolding, Behaviorism theory has more knowledgeable people

as well or more advanced peers to learn from. According to Zuriff, 1985, for

behaviorists, information is transferred and conveyed from a knowledgeable

person, a teacher, to a less knowledgeable source, a student. In connection

with our study, tutees need a knowledgeable other to improve their reading

fluency level, using the Marungko Strategy. And the tutors or volunteers will

serve as the source of information that will be transferred to struggling

readers.

45
 Moreover, Vales (2019), stated that Marungko Approach is effective in

teaching reading. In 30 Grade One- Bonifacio students, post-test results

showed significant improvement to the results from the pre-test. All fourteen

non-readers were downed to zero. While the three moderate readers

increased to twelve. Also among seven slow readers, only five remained from

fast readers, they become thirteen. This study agrees with the present study

because the result showed that there is a significant improvement in reading

fluency of Grade four, five, and six struggling readers in Batang Elementary

School. The study showed that the non-readers and frustration levels

improved after the implementation of Brigada Pagbasa using the Marungko

Strategy.

Furthermore, Berdera, et al. (2021), revealed that (1) the level of

practice of the Distance Learning Marungko Approach in terms of Frequency

of practice; Parents support; and Teacher monitoring is very high; (2) the level

of student reading abilities in terms of Pre-test and Post-test with regards to

Comprehension Skills as per the pre-test was fairly satisfactory, as per the

post-test, the results were very satisfactory (3) there was an observed

significant difference in the scores of the students in the pre-test and post-

test; (4) there was no significant relationship between the distance learning

Marungko approach and the Reading Abilities of the elementary grades of Los

Banos Central Elementary School. Thus, the hypothesis: the use of the

Distance Learning Marungko Approach had no significant relationship to the

reading abilities of Grade I pupils in Los Banos Central Elementary School is

accepted.

46
 Through the findings of this study, the researcher arrived at the

following recommendations (1) Students may continue the level of practice in

distance learning wherein they would be able to learn beginning reading by

accomplishing the practice exercises included in the Marungko approach

package. Following the scheduled reading exercises greatly helps in the

development of their reading skills. The continuous exposure to reading

materials widens their phonics skills, fluency, and reading comprehension

skills, (2) the findings of the study would reinforce the statement that the

Marungko approach is one of the best methods in teaching beginning reading.

Teachers are encouraged to use this approach not only for Grade 1 pupils but

also for learners in different Grade levels who are having difficulties in

reading, (3) since the study found out that there was an improvement in the

reading abilities of the students, the teacher may use the Marungko Approach

in Distance learning provided that proper guidance and support from the

parents and teachers monitoring are all present, (4) The conduct of other

research relevant to this is also encouraged.

47
 Table 4.2

SIGNIFICANT DIFFERENCE BETWEEN THE READING FLUENCY OF

PUPILS UNDER THE FRUSTRATION LEVEL BEFORE AND AFTER THE
IMPLEMENTATION OF THE MARUNGKO STRATEGY

Mean Computed t- Tabular t- interpretation

value value
before 8.33 1.86 4.30 NS
after 4.00

Legend
|Computed t-value|<|tabular t-value| - Not Significant
|Computed t-value|>|tabular t-value| - Significant

48
A significant difference between the reading fluency of pupils under the

frustration level before and after the implementation of the Marungko

Strategy

Table 4.2 shows the significant difference between the reading fluency

of the pupils under the frustration level before and after the implementation of

the Marungko strategy. The result showed that there is no significant

difference between the reading fluency of non-readers before and after the

implementation, with computed t-value (t= 1.86) which is less than the tabular

value (t= 4.30).

The data implies that the Marungko Strategy is not effective among

learners under frustration level. It further implies that the implementation of

the Marungko strategy does not indicate an increase in the reading fluency of

the students.

Boltron and Ramos’s (2021) findings reveal that there is a significant

difference between the pre and post-test levels of beginning reading competencies
being tested. Hence it is concluded that Marungko Approach is an effective key to
improving the learner’s reading performance in the beginning reading stage
which is also a crucial foundation in the development of more micro-
competencies in reading resulting in improved and solidified reading
comprehension skills that are crucial in the higher level of the educative
process. Relatively, the current study also wants to reveal the significant
difference between before and after the implementation of Brigada Pagbasa
using the Marungko Strategy. In connection with this study, the Marungko
approach is indeed effective in improving the reading performance of the
students in the beginning reading stage however it is different when it comes
to frustration level.

49
 This study examines the effects of oral repeated reading, with and

without corrective feedback, on the fluency and comprehension skills of 60

struggling readers in 7th Grade. Students were randomly assigned to one of

two reading groups (oral repeated reading with corrective feedback and oral

repeated reading without corrective feedback). Results indicated that both

forms of intervention improved fluency and comprehension. In connection with

this study, it indicated that utilizing the Marungko strategy is not effective or

has no significant difference when it comes to struggling readers under the

frustration level. Therefore, this study recommends to be used another

strategy such as oral repeated reading as it has been used in the 7 th grade,

likewise, it can be used to enhance the reading fluency level of students that

falls into frustration level. (Diana Sukhram & Lisa Ellen Monda- Amaya, 2017)

Berdera, Accad, and Agco (2021) recommended the Marungko

Approach together with the Fuller Approach that shows all respondents got

high percent results who improve the level of reading. From 0%, mostly, to

100% in comprehension and 96% in word recognition utilizing Marungko

Approach. While in Fuller Approach shows a lower percentage than Marungko

Approach. Comparing the pre-test and post-test results using Fuller Approach

it shows a high percentage of improvement of the students in reading. In

connection to the present study, it shows that the same approach used in

improving the reading fluency of struggling readers is effective.

The present study examined the amount, type, and quality of Tier 1

and supplemental reading instruction provided to 4th-grade struggling readers

and whether specific elements of instruction predicted growth in reading

50
skills. Students receiving supplemental reading instruction outperformed

those students receiving only Tier 1 on measures of oral reading fluency. In

connection with this study, it can be recommended that supplemental reading

instruction is significant to the growth of reading skills among students under

the frustration level. (Shawn C. Kent et al., 2016).

51
 NOTES

Boltron, T., Ramos, A. a (2021). Improving beginning reading literacy through

Marungko approach. ASEAN Journal of Basic and Higher Education, 5

(1), 1-12.

Laurente, M. (2021). Effectiveness of Marungko approach in teaching

through video lessons to the reading performance of grade 1 pupils.

International Journal of Advanced Multidisiplinary Studies, 1 (4), ISSN:
2782-893X

Santos, C. De Vera, G. (2020). Reading performance of

grade 1 learners using Marungko approach. ASEAN_JBHE FULL

ISSUE, 2 (1).

Vales, A. (2019). The effectiveness of the Marungko approach in

teaching beginning reading in grade one of Kaingen- Poblacion

Elementary School. Vol. 3 No. 21(2019): Acendens Asia Journal of
Multidisciplinary Research Abstracts.

Guevarra, R. (2022). Distance learning Marungko approach on the reading

abilities and students performance of Los Banos Central Elementary

School. International Journal of Research Publications (IJRP.ORG)
104(1), 1110-1121; doi:.10.47119/IJRP1001041720223593.

Berdera, R., Accad, M., and Agco, M. (2021). Effectiveness of Marungko and

Fuller approach to grade-v non-reader pupils of Tanzang Luma

Elementary School.

Rasinski, T. (2017). Readers who struggle: Why many struggle and a modest

proposal for improving their reading. The reading teacher, 70 (5), 519-
524. Retrieved from:
https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1533

Mustafa, Y. Ezgi, C. (2017). The relationship between good

readers’ attention, reading fluency and reading comprehension.

Universal Journal of Educational Research, 5 (3), 366-371. Retrieved
from: https://eric.ed.gov/?id=EJ1134476

52
Rubin, N.T. & Travero, A.S. (2022). Fostering reading level and story

comprehension through MARITES (Marungko Approach Reading

Intervention to Elementary Schoolers) With mentor-mentee
arrangement. International Research Journal of Science, Technology,
Education, and Management, 2(3), 18-25. Retrieved from:
https://doi.org/10.5281/zenodo.7136494

Barwasser, A., Urton, K., Grünke, M. et al. (2022). Fostering word fluency of

struggling third graders from Germany through motivational peer-

tutorial reading racetracks. Read Writ 35, 29–53 (2022). Retrieved
from: https://doi.org/10.1007/s11145-021-10172-3

Bañez, R. Urayan M. (2019). Unpacking pupils’ reading ability: Examining the

effect of Marungko approach-based intervention program for

non-reader pupils. International Journal of Recent Innovations in
Academic Research, 3(2), 60-66. Retrieved from:
https://www.researchgate.net/profile/RichardBanez/publication/363212
882_

Sukhram, D. & Amaya, L. (2017). The effects of oral repeated reading with

and without corrective feedback on middle school struggling readers.

British Journal of Special Education 44 (1) 95-111. Retrieved
from:https://.nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/146
78578.12162?fbclid=IwAR2CgZonEQxmf1Q5DeLQD_ruQFmodZgr4no
inPFkrHfLa5m6IrtL7VhjJU

Kent, S. (2016). Reading instruction for fourth-grade struggling readers and

the relation to student outcomes. Reading & writing quarterly

overcoming learning difficulties, 33 (5). Retrieved from:
https://www.tandfonline.com/doi/abs/10.1080/10573569.2016.1216342
?fbclid=IwAR3Oan6J_9itXeqAHhYiiAddka5FbwEJizqxgL_K_n5tsYBTB
rALJgg5QEA

53
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and

recommendations of this study on the Effectivity of Brigada Pagbasa: Utilizing

Marungko Tutoring Strategy on the Reading Fluency of Struggling Readers in

Batang Elementary School for A/Y 2022-2023.

This study sought to answer the following questions:

PROBLEM NO. 1

What is the reading fluency level of struggling readers before the

implementation of Brigada Pagbasa?

FINDINGS

1. There are 15 non-readers and 4 frustrations level readers from grade

4, 6 non-readers and 6 frustrations from grade 5, and 6 non-readers

and 15 frustrations from grade 6.

CONCLUSIONS

1. Among grades 4 to 6, most of the students in Batang Elementary

School fall into non-readers in comparison to frustration levels.

54
RECOMMENDATIONS

1. This study recommends the use of Marungko Strategy to enhance the

reading fluency levels of non-readers students. According to

Laurente (2021), Rubin, N.T. & Travero, A.S., (2022), Santos and De

Vera, (2020), the utilization of the Marungko strategy is effective in

enhancing the reading performance of students. Firstly, Santos and

De Vera, (2020) find out that the level of reading performance of Grade

1 learners using the Marungko Approach was very satisfactory.

Secondly, Rubin, N.T. & Travero, A.S., (2022) recommends the use of

the Marungko Approach in teaching reading to elementary schoolers

as it fosters learners’ reading level and story comprehension. This

study revealed that the learners have an improved reading level and

story comprehension after the 6-week intervention. Lastly, Laurente

(2021) indicates that the Marungko Approach to teaching reading could

potentially enhance learning. This used a strategy of picking different

letters from the alphabet to prevent struggling readers from confusing

one letter with another type of letter which can be seen in the

Marungko Strategy.

PROBLEM NO. 2

What is the reading fluency level of struggling readers after the

implementation of Brigada Pagbasa using the Marungko Strategy?

55
FINDINGS

1. Out of 15 Grade 4 non-readers, 6 students have improved which

further shows that there is a 40% improvement percentage in Grade 4.

In grade 5, there are 4 students who have improved which is equivalent

to a 66.67% improvement percentage. Lastly, in grade 6, 6 out of 6

students have improved which is equivalent to 100%. The data further

showed that the overall improvement percentage falls to 59.26% (16

out of 27 non-readers).

2. Out of 4 Grade 4 frustrations, 2 students have improved which further

showed that there is a 50% improvement percentage in Grade 4. In

grade 5, there are 2 students who have improved which is equivalent to

a 33.33% improvement percentage. Lastly, in grade 6, 9 out of 15

students have improved which is equivalent to 60%. The data further

showed that the overall improvement percentage falls to 52% (13 out of

25 frustrations).

CONCLUSIONS

1. Marungko strategy is more effective on Grade 6 students as it garners

a 100% improvement percentage but overall, there are improvements

in reading fluency levels among the non-readers in Batang Elementary

School after applying the Marungko strategy.

2. There is a low improvement in the reading fluency levels under the

frustration levels particularly in grade 6 as it garners a 33.33%

improvement percentage.

56
RECOMMENDATIONS

1. This study recommended utilizing the Marungko strategy, particularly

the non-readers students as it can improve their reading abilities. As a

basis for this recommendation, according to Richard Mendoza Bañez

and Ma. Teresa Masangkay Urayan, (2019), Boltron and Ramos,

(2021), and Vales (2019), the result of pre and post-test regarding the

before and after implementation of the Marungko Strategy indicates a

significant difference. Richard Mendoza Bañez and Ma. Teresa

Masangkay Urayan, (2019) revealed that the result of the difference

analysis between the pre-test and post-test of the participants on

reading comprehension in their first language revealed the

effectiveness of the reading remediation program utilizing the

Marungko approach in increasing pupils ’ reading comprehension

performance. While, Boltron and Ramos, (2021) findings reveal that

there is a significant difference between the pre and post-test levels of

beginning reading competencies being tested. Hence it is concluded

that Marungko Approach is an effective key in improving the learner’s

reading performance in the beginning reading stage. Lastly, Vales

(2019) stated that Marungko Approach is effective in teaching reading.

Post-test results showed significant improvements to the results from

the pre-test. All fourteen non-readers were downed to zero.

2. It is recommended to use other Reading Strategies among struggling

readers under frustration level as it indicated that there is no significant

difference after implementing the use of the Marungko strategy.

57
PROBLEM NO. 3

Is there a significant difference between the reading fluency levels of

struggling readers before and after the implementation of Brigada Pagbasa

using the Marungko Strategy?

FINDINGS

1. There is a significant difference between the reading fluency of non-

readers before and after the implementation, with computed t-value (t=

8.0) which is less than the tabular value (t= 4.30).

2. The result showed that there is no significant difference between the

reading fluency of frustration level readers before and after the

implementation, with computed t-value (t= 1.86) which is less than the

tabular value (t= 4.30).

CONCLUSIONS

1. By implementing Marungko Strategy, the reading fluency of students

(non-readers) is significantly increased.

2. The implementation of the Marungko strategy does not indicate an

increase in the reading fluency of the students (frustration level

readers).

58
RECOMMENDATIONS

1. This study and other researchers conducted studies regarding the

implementation of the Marungko strategy, indicating that the said

strategy is effective in teaching reading. Vales (2019) stated that

Marungko Approach is effective in teaching reading. In 30 Grade One-

Bonifacio students, post-test results showed significant improvement to

the results from the pre-test. All fourteen non-readers were downed to

zero. While the three moderate readers increased to twelve. Also,

among seven slow readers, only five remained from fast readers, they

become thirteen. This study agrees with the present study because the

result showed that there is a significant improvement in reading fluency

of Grade four, five, and six struggling readers in Batang Elementary

School. The study showed that the non-readers and frustration levels

improved after the implementation of Brigada Pagbasa using the

Marungko Strategy.

2. The researchers recommended using other reading strategies instead

of the Marungko Strategy, particularly for learners under the frustration

level, since the data inferred that there is no improvement after the

implementation of the Marungko Strategy on the reading fluency level

of struggling readers under level. These are the RRS (Repeated

Reading Strategy), Modelling, and Scaffolding. There are different

steps and procedures indicated in the said strategies.

59
PROBLEM NO. 4

What developmental mechanism/output can be recommended to

promote or improve the reading fluency level of struggling readers?

FINDINGS

1. The Marungko Strategy is not effective among learners under

frustration level

CONCLUSION

1. Reading teachers who are handling learners under the frustration level

need to adopt and adapt varied reading strategies that would improve

their reading fluency.

RECOMMENDATION

1. The researchers recommend using the formulated pamphlets for the

frustration level, entitled “3RP: Compilation of Developmental

Mechanism to Improve Frustration Reading Fluency”. This

pamphlet is based on the gathered data of the study.

The pamphlet “3RP: A Compilation of Developmental Mechanism

to Improve Frustration Reading Fluency” contains the following

reading strategies such as R.E.A.D Framework (Read, Engage,

Acquire, & Develop), RRS (Repeated Reading Strategies), RTI

(Response to Intervention), Modelling, and Scaffolding. The following

60
reading strategy has different procedures and steps that need to be

followed to enhance the reading fluency of frustration level.

As support to this intervention, according to Information

Processing Model Theory, a cognitive process that promotes reading

practices and repeated reading to decode data into long-term memory.

Likewise, for behaviorists, information is transferred and conveyed from

a knowledgeable person, a teacher to a less knowledgeable source, a

student. In connection with the following reading strategies mentioned

on the pamphlets, all indicated repeated reading strategies and

knowledgeable others through the assistance of tutors, volunteers,

peers, and teachers to help or enhance the frustrated readers reading

fluency.

61
62
63
64
65
 REFERENCES

Electronic Sources

Llego, M. (2022). The brigada pagbasa (BP) as a form of brigada eskwela is

an after-school reading program in response to Hamon: Bawat bata

bumabasa or DepEd 3B Initiative issued under DM 173, s. 2019.
Retrieved from https://www.teacherph.com/brigada-pagbasa\

Paranaag A., (June 8 to 180. MBHTE improves teachers’ skills on the

Marungko approach.

https://www.savethechildren.org.ph/our-work/our-stories/story/mbhte-
improves-teachers-skills-on-marungko-approach-others/

Wanzek, J., Wexler, J. & Ciullo, S. (2010). Reading interventions for

struggling readers in the upper elementary grades: a synthesis of 20

years of research. Retrieved
from:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2975107/#:~:text=
Struggling%20readers%20were%20defined%20as,learning%20or%20
speech%2Flanguage%20disabilities.

United way blog (2015). Top 5 Reasons to Be a Volunteer Tutor. MEI

COBB. Retrieved from: https://www.unitedway.org/blog/top-5-reasons-

to-be-a-volunteer-tutor

Fran N. (2021). What Is Reading Fluency? And why Is It Important?

https://mylearningspringboard.com/what-is-reading-fluency-and-why-
is-it-important/

Jomel J. FRIDAY (2022). Brigada Pagbasa Programme (National Reading

Brigade). https://www.wvi.org/stories/brigada-pagbasa-programme-
national-reading-brigade

UNESCO (2020). How your child reading skill suffered during lockdown?

https://hellodoctor.com.ph/parenting/school-age-children/reading-
skills/?fbclid=IwAR2L1b06uK2OeTL7PI1YwAKBTJ-
zaSryLd6dKjez1MGSLWCgekR7MKHm97I

Christine S. (2020). Vygotsky Scaffolding: What it is and how to use it

66
 https://blog.prepscholar.com/vygotsky-scaffoldingzoneofproximal-
development?fbclid=IwAR3ny0n6ml_OYgfuRgmghK7-
U3cW1mmcIrrmq6Uml4bpC8GSTeuQy3pZYhs:~:text=Lev%20Vygotsk
y%20(1896%2D1934),to%20as%20%22Vygotsky%20scaffolding%22

Helen, A. (2011). Reading fluency measurements in EFA FTI partner

countries: Outcomes and improvement prospects. GPE working paper

series on learning; No. 1. World Bank, Washington, DC. © World Bank.
Retrieved from:
https://openknowledge.worldbank.org/handle/10986/26822

United Kingdom (2021). 393 million children unable to read: The world’s

shocking lost potential| Save the Children International. Retrieved from:

https://www.savethechildren.net/news/393-million-children-unable-
read-world%E2%80%99s-shocking-lost-
potential?fbclid=IwAR0nSDDUJIpHDofoR-
UvVOXbveIsYvJZOwUzbA5LKe7kiLZPEk_bCJkHtkc

UNICEF (2020). Has your child’s reading skills suffered during lockdown?

Retrieved from: https://hellodoctor.com.ph/parenting/school-age-

children/reading-skills/

Ma. Teresa Montemayor, M. T. (2019). DepEd, World Vision to address PH

literacy gap. Retrieved from: https://www.pna.gov.ph/articles/1080820

Daphne O.P. (2022). Why 9 out of 10 Filipino children can’t read? Retrieved

from:https://www-manilatimes-
net.cdn.ampproject.org/v/s/www.manilatimes4046

Boltron, T., Ramos, A. a (2021). Improving beginning reading literacy through

Marungko approach. ASEAN Journal of Basic and Higher Education, 5

(1), 1-12.

Laurente, M. (2021). Effectiveness of Marungko approach in teaching

through video lessons to the reading performance of grade 1 pupils.

International Journal of Advanced Multidisiplinary Studies, 1 (4), ISSN:
2782-893X

Santos, C. De Vera, G. (2020). Reading performance of

67
 grade 1 learners using Marungko approach. ASEAN_JBHE FULL
ISSUE, 2 (1).

Vales, A. (2019). The effectiveness of the Marungko approach in

teaching beginning reading in grade one of Kaingen- Poblacion

Elementary School. Vol. 3 No. 21(2019): Acendens Asia Journal of
Multidisciplinary Research Abstracts.

Guevarra, R. (2022). Distance learning Marungko approach on the reading

abilities and students performance of Los Banos Central Elementary

School. International Journal of Research Publications (IJRP.ORG)
104(1), 1110-1121; doi:.10.47119/IJRP1001041720223593.

Berdera, R., Accad, M., and Agco, M. (2021). Effectiveness of Marungko and

Fuller approach to grade-v non-reader pupils of Tanzang Luma

Elementary School.

Rasinski, T. (2017). Readers who struggle: Why many struggle and a modest

proposal for improving their reading. The reading teacher, 70 (5), 519-
524. Retrieved from:
https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1533

Mustafa, Y. Ezgi, C. (2017). The relationship between good

readers’ attention, reading fluency and reading comprehension.

Universal Journal of Educational Research, 5 (3), 366-371. Retrieved
from: https://eric.ed.gov/?id=EJ1134476

Rubin, N.T. & Travero, A.S. (2022). Fostering reading level and story

comprehension through MARITES (Marungko Approach Reading

Intervention to Elementary Schoolers) With mentor-mentee
arrangement. International Research Journal of Science, Technology,
Education, and Management, 2(3), 18-25. Retrieved from:
https://doi.org/10.5281/zenodo.7136494

Barwasser, A., Urton, K., Grünke, M. et al. (2022). Fostering word fluency of

struggling third graders from Germany through motivational peer-

tutorial reading racetracks. Read Writ 35, 29–53 (2022). Retrieved
from: https://doi.org/10.1007/s11145-021-10172-3

Bañez, R. Urayan M. (2019). Unpacking pupils’ reading ability: Examining the

68
 effect of Marungko approach-based intervention program for
non-reader pupils. International Journal of Recent Innovations in
Academic Research, 3(2), 60-66. Retrieved from:
https://www.researchgate.net/profile/RichardBanez/publication/363212
882_

Sukhram, D. & Amaya, L. (2017). The effects of oral repeated reading with

and without corrective feedback on middle school struggling readers.

British Journal of Special Education 44 (1) 95-111. Retrieved
from:https://.nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/146
78578.12162?fbclid=IwAR2CgZonEQxmf1Q5DeLQD_ruQFmodZgr4no
inPFkrHfLa5m6IrtL7VhjJU

Kent, S. (2016). Reading instruction for fourth-grade struggling readers and

the relation to student outcomes. Reading & writing quarterly

overcoming learning difficulties, 33 (5). Retrieved from:
https://www.tandfonline.com/doi/abs/10.1080/10573569.2016.1216342
?fbclid=IwAR3Oan6J_9itXeqAHhYiiAddka5FbwEJizqxgL_K_n5tsYBTB
rALJgg5QEA

Busetto, L. Wick, W. Gumbinger, C. (2020). How to use and access

qualitative research methods. Neurological Research and Practice 2,

14. Retrieved from:

https://neurolrespract.biomedcentral.com/articles/10.1186/s42466-020-
00059z

Bhandar, P. (2020). What is quantitative research?

| Definition, uses & methods. Published on June 12,2020. Revised on

November 24, 2022. Retrieved from:
https://www.scribbr.com/methodology/quantitative-research/

69