READING INTERVENTION USING FULLER APPROACH AND STUDENTS COMPREHENTION

ELEMENTARY EDUCATION

ABSTRACT This study examined the effectiveness of the Fuller Approach intervention in the reading comprehension of the Grade 2 pupils of Bantacan Elementary School. The Fuller Approach is an alphabetic technique that combines the method of full word recognition with instructions. The readers must first be given the opportunity to become acquainted with the alphabet’s names and sounds. This study utilized the quantitative research, quasi-experimental design, used to assess the reading comprehension of the Grade 2 pupils of Bantacan Elementary School. The experiment was conducted through the application of the Comprehensive Rapid Literacy Assessment (CRLA), pre- and post-tests assessment. The results showed that the class mean and proficiency, measured by words per minute, of the Grade 2 pupils before the intervention are satisfactory, while after the intervention, the class obtained a mean an outstanding, respectively. Also, the results reflected a significant difference between the pre- and post-tests performance of the respondents. This means that the null hypothesis is neglected and the alternate hypothesis is accepted. Therefore, there is a significant difference between the pre-test and post-tests mean scores and proficiency of the Grade 2 pupils. In view of the forgoing results, the study recommends to create new learning interventions, explore other areas affected by the Fuller Approach, and investigate more about this learning intervention that would impact the teaching and learning environment.

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