Developing the Oral Reading Performance
Through the use of Recommended Supplementary of Instructional Materials
among Kindergarten Pupils at Southern Baptist College.
Cogullo, Leofe
Jordan, Jackie Lou D.
Nicolas, Kristine Mae A.
Tabieros, Aizle Jann Floride
AN ACTION RESEARCH SUBMITTED TO THE FACULTY OF THE COLLEGE,
SOUTHERN BAPTIST COLLEGE, ML’LANG, COTABATO, IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF
Bachelor of Elementary Education
(BEED)
May 2025
Chapter I
Context and Rationale
In kindergarten, children begin to grow as independent readers and become more
comfortable with reading, which is now part of their daily life. Every child’s read
book, the day’s schedule, class letter, stories, and poems throughout the day. Oral
reading stimulates intellectual development and makes a learner smarter. It is a
process involving word recognition, comprehension, fluency and motivation. Reading
is making meaning from print. It requires that we identify the words in print a process
called word recognition, construct and understanding a process called comprehension
and coordinate identifying words and making meaning so that reading is automatic
and accurate an achievement called fluency.
As student-teachers in kindergarten of Southern Baptist College (SBC-
Elementary Department). Our class has the average number of some none-readers. As
student-teachers, it is very hard for us to handle such situation because kinder pupils
are considered as beginners in learning how to identify letter sound and alphabet to
read. Out of 16 kindergarten pupils, 6 non-readers the rest of 10 kindergarten pupils
are readers. Our classroom attendance is decent and then the classroom management
has a solid foundation. Although our school is a designated as moderately performing
school and we strive to meet the educational needs of our pupils.
Dedicated and talented teaching staff with assistance from experienced of
professional teachers and school head provides a high quality of learning in terms of
oral reading. This combinations of teachers and student-teachers as well as some
creative scheduling and time during class period that they give all pupils access to
develop their reading ability. Reading is pleasurable or fulfilling if children choose to
read and exert their effort to become fluent readers. The ability to connect and interact
to their classmates and other pupils make them more confident to become total reader.
Letter knowledge: Knowledge of the alphabet letters is a strong predictor of short-
and long-term reading success (Bond & Dykstra, 2002; Chall, 2005). However, its
influence on later reading is not about knowing the letter names, per se. Rather, the
learning of letter names mediates the ability to remember the sounds associated with
the letters (Ehri, 2005). Once again, there is a reciprocal relationship between skills:
Letter knowledge plays an influential role in the development of phonological
awareness, and higher levels of letter knowledge are associated with children’s
abilities to detect and manipulate phonemes.
The importance of strong reading comprehension skills cannot be overstated, as
they serve as the foundation for a student’s academic journey and lifelong learning
(Aragon, et al. 2017). Without the ability to understand and interpret written texts
effectively, students encounter substantial barriers to their overall academic progress
(Laylo 2017). Given that our educational system in the Philippines now places a
significant emphasis on the Mother Tongue-Based Multilingual Education (MTB-
MLE) approach, it becomes crucial to explore strategies that not only cater to
linguistic diversity but also resonate with the local context.
This research is driven by the need to provide tailored support to our kindergarten
pupils at Southern Baptist College who have been classified as non-readers by EGRA
and CRLA. By utilizing the oral reading skills with learning materials that align with
the MTB-MLE framework, we seek to create a more engaging and culturally relevant
reading environment for these pupils, thereby improving their reading comprehension
skills and fostering a love for reading. This initiative also aligns with DepEd
Memorandum No. 16, s. 2012, which underscores the importance of using mother
tongue as the medium of instruction in the early years of education. This research is
intended not only to enhance the reading proficiency of the identified students but
also to contribute to the growing body of knowledge in the field of MTB-MLE and
reading comprehension improvement by the supplementary instructional materials
strategies within the Philippine educational context.
Chapter II
Action Research Questions
This action research aimed to determine the Developing the Oral Reading
Performance of Kindergarten Pupils at Southern Baptist College Through the use
of Recommended Suggested Supplementary Instructional Materials.
This study sought to understand the following questions:
a. What is the oral reading performance of pupils?
b. What is the proposed supplementary instructional materials in developing oral
reading performance?
c. What is the reading level of the researcher’s class based from the EGRRA and
CRLA?
Chapter III
Propose Innovation, Intervention, and Strategy
a. Proposed Innovation:
The propose innovation for Developing the Oral Reading Performance of
Kindergarten Pupils at Southern Baptist College Through the use of Recommended
Suggested Supplementary Instructional Materials in alignment with the Mother Tongue-
Based Multilingual Education (MTB-MLE) approach and Marungko approach. This
innovation recognizes the cultural and linguistic diversity of our students and aims to
create reading materials that resonate with their individual backgrounds and experiences.
These localize materials will incorporate familiar stories, character, and setting from the
pupils’ own communities, making the reading experience more relatable and engaging.
Furthermore, the innovation will leverage multimedia tools, such as interactive materials
or educational resources e-books and applying the educational technology to compromise
the learning skills of pupils and to cater to diverse learning styles and abilities.
b. Proposed Intervention:
The intervention will consist of the following key component:
Developing the Oral Reading Materials: a team of educators and community
members will collaborate to develop the oral reading performance of pupils that reflect
the cultural and linguistic diversity of the kindergarten pupils. These materials will be
created in various mother tongues and marungko approach as a supplementary
instructional material used by the pupils and will feature stories, illustrations, and themes
drawn from the newly traditional educations learning and experiences.
Multimedia Learning Resources: to cater the different learning styles and abilities,
the intervention will incorporate multimedia resources. Interactive e-books, audios
recording, and visual aids will complement the materials, providing pupils with a
multisensory reading experience through the supplementary instructional materials.
Teacher Training: Teachers will receive training on how to effectively used these
localize materials and multimedia resources in the classroom. This learning training will
emphasize instructional strategies that promote active engagement, comprehension, and
critical thinking during reading sessions.
Assessment and Progress Monitoring: A robust assessment plan will be put in
place to measure the impact of the intervention. Regular assessments, including formative
and summative assessment, will gauge pupils reading comprehension progress. This data
will be used to make informed adjustments to the intervention as needed.
c. Proposed Strategy:
The propose strategy will involve a phased implementation process:
Needs Assessment: Conduct an in-depth analysis of the reading comprehension
challenges faced by the 6 non-readers to identified through the Early Grade Reading
Assessment (EGRA) and Marungko Approach. This assessment will inform the
Developing the Oral Reading Performance of Kindergarten Pupils will be provided the
educational materials that specifically address their needs.
Material Development: Collaborate with the teachers, supplementary guidance
materials and instructional learning materials for the reading in multiple learning targets.
Ensure that these materials are newly culturally relevant and engaging for the target
learners.
Assessment ad Feedback: Continuously assess and collect data on pupils reading
comprehension skills. Adjust the intervention strategies based on the assessment results
and teacher feedback to ensure continuous improvement.
Evaluation: at the end of the intervention period, conduct a comprehensive
evaluation to determine the overall impact on the reading comprehension skills of the 6
non-readers to identified of these pupils are need to stimulate the oral reading skills.
Share the findings with relevant stakeholders and consider scaling up the intervention if
successful.
This proposed of innovation, intervention, and strategy aims to empower the
kindergarten pupils with the necessary tools and improve their reading comprehension
skills, aligning with the instructional materials, educational resources and with the MTB-
MLE framework and addressing the specific needs of the identified learners.
Chapter IV
Action Research Methods
a. Participants and/or other Sources of Data and Information
The primary participants are the Kindergarten Pupils at Southern Baptist
College. Specifically, the study was focused on 6 non-readers to identified of
these pupils are need to stimulate the oral reading skills based on the EGRA
and Marungko Approach. These pupils were be actively involved in the
intervention and assessment phases of the research.
b. Data Gathering Methods.
Survey Questionnaire Data: Analyze the survey questionnaire responses to
gain insights into the reading habits, reading materials, and perceptions of
kindergarten pupils.
Used descriptive statistics and thematic analysis to identify trends and patterns
in the data.
Pre-Test and Post-Test Data: Compare the pre-test and post-test scores of
the 6 non-readers using appropriate statistical methods (t-test) and (p-test) to
determine if the intervention had a statistically significant impact on their
reading comprehension skills.
c. Data Gathering Tools
The researchers analyzed, interpreted, and evaluated the data gathered
using the appropriate statistical tools. The relevant method and the results of
the survey were used to determine the reading levels of the kindergarten
pupils before and after the intervention, particularly the measures of
development of reading, which is the mean, and measure of dispersion using
range.
The responses of the respondents to the survey questionnaire will be
carefully tabulate, and organized including those derived from interviews,
observation, and documentary analysis. The data was presented, analyzed, and
interpreted with the use of weighted mean, frequency counts, percentage, and
ranking system. The presentation, analysis, and interpretation of the data will
be based on the weighted mean as shown by the scale ranges as follows.
d. Data Analysis Techniques
The data techniques will be used to analyze based on the result of the pre-
test and post-test conducted. It is analyzed in descriptive analysis.
The questionnaire will interview the results and they analyze the qualitative
descriptive tools. The interval data are analyzed in qualitative descriptive, based on
the pupil’s production of correct answer. Descriptive analysis means that researcher
notes score of the students in term of the number of correct answer as well as the
mean scores of the whole pupils in pre-test and the post-test in the cycle conducted.
The score of each reading sub skills, finding out the textual referent, will be
calculated using the following formula.
a. Arithmetic Mean: x=
∑x
n
To see the mean score of each reading skill by use of formula as follows:
b. Weighted Mean: wx=
∑ wx
∑w
Chapter V
Result and Discussion
Statistical Methods
Table 1. Frequency of Usage of the Supplemental Reading Materials by the Kindergarten Pupils of SBC
Pupils(P) Frequency of Usage Percentage (%) Description
P1 32 100.00 Very Much Frequent
P2 27 84.38 Very Much Frequent
P3 26 81.25 Very Much Frequent
P4 27 84.38 Very Much Frequent
P5 30 93.75 Very Much Frequent
P6 32 100.00 Very Much Frequent
P7 32 100.00 Very Much Frequent
P8 29 90.63 Very Much Frequent
P9 32 100.00 Very Much Frequent
P10 32 100.00 Very Much Frequent
P11 27 84.38 Very Much Frequent
P12 30 93.75 Very Much Frequent
P13 26 81.25 Very Much Frequent
P14 30 93.75 Very Much Frequent
P15 24 78.13 Much frequent
P16 32 100.00 Very Much Frequent
Total of Average Frequency 29.31 91.60 Much Frequent
Legend:
25-32 Very Much Frequent
17-24 Much Frequent
9-16 Less Frequent
0-8 Not Frequent
Table 1 reveals the frequency of the used of the supplemental reading materials. The
period of implementation if the intervention lasted for 32 days. It is clearly manifested in the
table that there are six (6) pupils of kindergarten (P1, P6, P7, P8, P9, and P16) who have used the
supplemental reading materials from day 1 up to the last day of the implementation having a
frequency of 32 which equates to 100% usage described as Very Much Frequent.
Moreover, there are 9 kindergarten pupils of SBC whose frequency of usage rages from
26 with (81.25%) to 30 with (93.75%) also described as Very Much Frequent. Only one of the
pupils has a frequency of usage of 24 which is equivalent to (78.19%) and described as much
frequent.
It is obvious that table 1 is a clear manifestation of the excellent effort both the
intervention implementers and pupils the utilization of the supplemental reading material which
will later on determined its positive impact on the development of the oral reading skills of the
kindergarten pupils.
Table 2. Difference between the Pre-Test and Post-Test Scores of the Kindergarten Pupils at SBC in EGRA in
the Implementation of Marungko Approach in Reading.
Mean
Interpretatio
Components Variables N Mean Differenc t-Value p-Value
n
e
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
Pre-Test 15.94 Highly
Letter Sound
Score 16 -47.313 -15-502 0.000** Significant
Knowledge
Post-Test 63.25 Difference
Pre-Test 19.88 Highly
Letter Name
Score 16 -53.125 -30.635 0.000** Significant
Knowledge
Post-Test 73.00 Difference
Pre-Test 1.63 Highly
Initial Sound
Score 16 -7.625 -17-859 0.000** Significant
Identification
Post-Test 9.25 Difference
Pre-Test 0.69 Highly
Familiar Words
Score 16 -33.813 -37.874 0.000** Significant
Reading
Post-Test 34.50 Difference
Pre-Test 0.88 Highly
Oral Passage
Score 16 -38.875 -33.680 0.000** Significant
Reading
Post-Test 39.75 Difference
Highly Significant at 0.05 level of significance or 95% confidence interval.
Table 2 presents the difference between the pre-test and post-test score of the
kindergarten pupils in the Early Grade Reading Assessment as determinant of the effect of the
implementation of Marungko Approach to reading as an intervention to address the oral reading
performance deficiencies of kindergarten pupils of SBC. Using the paired sample t-test, there is a
considered significant difference between the variables tested if and only if the p-value ≤ 0.05 or
that the statistical probe is less than 5% which means that the researcher is roughly 95% sure that
the decision made is valid and reliable. Moreover, the difference is highly significant if the p-
value ≤0.01.
It is evident in Table 2 that among the five reading components assessed using namely:
letter sound knowledge, letter name knowledge, initial sound identification, familiar words
reading and oral passage reading there are highly significant differences between the pre-test and
post-test scores of the kindergarten pupils of SBC since all the p-values in the conducted paired
sample t-tests are all 0.000 which suits the condition p-value ≤ 0.01. Huge differences on the pre-
test and post-test scores are initially depicted on the wide gap between the means scores of the
kindergarten pupils of SBC from 15.94 mean pre-test score to mean 63.25 post-test score. Which
are supported by negatively large mean differences and t-values which statistically mean great
positive impact on the scores of the kindergarten pupils.
This mean that the implementation of the Remedial Classes on Oral Reading
Performance had hugely improve reading skills of kindergarten pupils at SBC. In short as the
results suggest, the Marungko Approach to reading as an intervention is significantly effective.
Table 3 The Effect Size of Marungko Approach in Reading as an Intervention.
Standard Mean Measure of
Components N t-Value Description
Deviation Difference Effect
Letter Sound
16 12.208 -47.313 -15-502 0.941 Large Effect
Knowledge
Letter Name 16 6.937 -53.125 -30.635 0.984 Large Effect
Knowledge
Initial Sound
16 1.706 -7.625 -17-859 0.955 Large Effect
Identification
Familiar Words
16 3.637 -33.813 -37.874 0.989 Large Effect
Reading
Oral Passage
16 4.617 -38.875 -33.680 0.990 Large Effect
Reading
Legend:
0.000-0.300 Small Effect
0.310-0.500 Moderate Effect
0.510-1.000 Less Frequent
To support the results shown in the table 2, eta squared (n)) analysis or the measure of effect size
was employed. The n analysis is usually done after a comparison test (t-test, ANOVA,
MANOVA, etc.) that had been taken on the variables involved in the study. Eta squared tells the
amount of effect of the intervention implemented to address the existing issue or problem.
From table 3, results show that in all 5 components assessed using Early Grade Reading
Assessment. Marungko Approach as an intervention had a large effect on the score of the
students. All the measure of effect values are on the highest limit of the scale which are ranging
from 0.941 to 0.990. This means that the Marungko Approach is indeed a very effective
intervention in aiding the pupils in their reading struggles.
VI. References
Aragón-Mendizábal, E., Aguilar-Villagrán, M., Navarro-Guzmán, J. I., & Howell, R. (2017).
https://doi.org/10.6018/analesps.33.2.239391
Bugtong, M. S. (2017). Developing Reading and Instructional Materials in Teaching. Sun.Star
Baguio.https://www.pressreader.com/philippines/sunstarbaguio/20170905/28167684 5057318
DepEd Memorandum No. 16, s. 2012
Laylo, J. (2018). Localized, Contextualized and Indigenized Strategic Intervention Material
(SIM) – LCI SIMBAKAS. Hundred.org. https://hundred.org/en/innovations/localized-
contextualized-andindiginized-strategic-intervention-material-sim-lci-sim-bakas #87e5624b
