WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.93-120
REVILEN S. VERANO
Kindergarten Department Head/SME-AG Global School Inc.
1. INTRODUCTION
The Fuller Approach offers resources to support reading instruction. It is a teaching methodology focusing on reading performance and critical thinking. Among the salient themes of this approach are emphasizing comprehension of the material, utilizing graded texts, and integrating reading and writing. It also highlights several advantages, including improved reading performance, differentiation in learning, the development of critical thinking skills, and increased motivation among students.
The Fuller Approach comprises systematic instructional materials that educators can use when teaching reading. It includes sound-it-out lessons on letters, words, phrases, sentences, reading fairy tales, and picture-matching activities. The more comprehensive technique courses employ a spiral method of teaching reading, where each lesson focuses on a particular sound, word, phrase, sentence, or story. Fulfilling children's reading performance is essential for success in school. It also integrates phonics and the sounds of the alphabet into its word recognition teaching method (Eghbaria et al., 2022).
Before using this approach, learners must be able to recall the names and sounds of the alphabet. Once familiar with the letters, they begin decoding sounds by combining letters to form words and introducing word families with the same ending sounds. Moreover, another goal of this method is to enhance reading and vocabulary achievement. As a result, the worth and value of reading material are enhanced. This method is based on systematic and explicit classroom instruction, gradually guiding young children through carefully planned lessons that introduce new sounds, words, and skills in a structured and explicit manner. These strategies help children develop phonemic awareness, which significantly improves the instruction process for word recognition.
In the shifting global educational landscape, researchers have analyzed the process of reading acquisition skills, and to date, it remains an international area of interest and difficulty. Reading is one of the most essential macro skills in English that students should master. It is a fundamental function today and a prerequisite for learning.
Reading performance is a core aspect of literacy that determines the ability to read, interpret, and analyze written texts. It is a direct force behind academic performance and overall intellectual growth. Strong reading performance enhances comprehension, communication, and critical thinking, while poor reading performance can hinder learning progress and limit future opportunities.
The ability to read is essential for understanding the world around us as well as ourselves. Without reading skills, life can be challenging to navigate. Today's young children's future is dependent on their ability to comprehend and carefully apply a wide range of texts. It also depends on their ability to employ reading abilities to think critically and articulate their thoughts and opinions both orally and in writing. (Department of Education, 2013).
Reading is a foundational skill that everyone should be able to perform. It is helpful in many ways, for instance, reading signage, traveling on public transportation, reading labels on groceries, purchasing goods, and many more. It is also essential during the foundational years of a child, when it should be developed at a young age. Chin and Hashim (2022) believe that reading is a complicated skill that primary learners should be able to learn at an early age. It is an essential tool that one should possess to become successful. Many efforts are required to help pupils develop the habit of reading, understand the meaning of the text, and enjoy reading because it is a significant requirement for them (Fergina et al., 2024).
In today’s environment, reading performance is critical for success. It measures a person's ability to understand and reflect on written content. The Program for International Students Assessment (PISA) is a standardized assessment that assesses three significant domains, one of which is reading. According to the recent 2022 PISA results, the Philippines had a low ranking in reading among participating countries, ranking 77 out of 81 (OECD, 2023).
The primary purpose of reading is to determine the meaning or message of a given text. Teaching young children to read early helps develop their language skills and reading performance, which are complex skills required for ongoing development. Foundational literacy skills should be mastered at a young age; the inability to do so significantly reduces the chances of effective teaching. Moreover, according to Crawford et al. (2024), if a child is not taught to read in primary school, they will struggle to advance to higher levels of education. Berdera et al. (2021) emphasize that the early identification of at-risk students for reading failure is crucial for effective intervention placement. Most teachers believe that early identification and remediation of at-risk learners through intervention will help struggling readers using the Fuller Approach. Teachers believe that the most effective way to support at-risk readers is to provide targeted interventions tailored to their individual needs (Meramonte, 2022).
Developing children's reading readiness is the primary focus of early primary classroom instruction. When children fail to acquire effective reading strategies, teachers look for suitable interventions to help pupils improve their reading performance. Research has shown that most children dislike reading for various reasons, which negatively impacts their learning performance (Fergina et al., 2024). Low motivation and lack of good comprehension skills are the primary reasons (Fergina et al., 2024). According to Gevero and Doronio (2024), A more comprehensive strategy will be applied in the different grades, particularly for students at the initial level of learning. Early intervention can help younger students who struggle with reading, potentially preventing long-term academic difficulties.
Professional educators worldwide continually seek new and innovative ways to teach reading, recognizing the importance of this skill for students' academic success. For instance, the No Child Left Behind Act was passed at the national level in the United States. The No Child Left Behind Act resulted in the creation of a new program, Reading First. According to McKeown and Barnett (2007), this program provides financial support to help states and local education districts enhance reading comprehension instruction from kindergarten through grade 3. Reading First schools receive funding from the U.S. federal government. This funding is intended to help ensure that every student can read at or above grade level by the end of third grade (Duke & Block, 2012).
In Spain, researchers believe that letter-naming fluency is the best precursor to early reading experiences, and poor early reading performance in children is explained by deficits in phonological awareness, naming speed, and visual orientation. (De la Calle et al. (2020)).
Many cognitive processes involved in learning are linked to reading. Reading and writing are essential for introducing young people to humanity's collective knowledge and can have a profound impact on their lives. In the initial stage of development, referred to as readiness, young children cultivate foundational skills critical for later structured reading instruction. This stage is crucial, as it involves establishing phonemic awareness, vocabulary, and comprehension skills that are the foundation of subsequent literacy development. Furthermore, participating in activities that foster exposure and exploration, such as reading aloud, discussing, and working with books and other print materials, can significantly enhance the learning process. These activities not only evoke curiosity but also create a love for reading. Additionally, in most developing countries, there is a need to prioritize reading projects and educational programs so that they are made available and culturally relevant, rather than being neglected. Encouraging early literacy has the potential to close schooling gaps and enable children to thrive academically, and even more.
In Indonesia, initiatives such as the Merdeka Learning Program, Episode 23, titled "Good Quality Reading Books for Indonesian Literacy," have been launched to address the issue of low literacy skills in children, which is often attributed to a lack of habit formation at an early age. Minister of Education, Culture, Research, and Technology Nadiem Anwar Makarim emphasized that high-quality books could capture children's interest early, improving Indonesia's literacy rate (Jakarta Antara, 2023). The initiative aims to provide high-quality reading materials for students in Early Childhood Education (PAUD) and Elementary Schools (SD), along with teacher training programs. Using various techniques, Indonesian educators can enhance children's interest in reading and better meet their needs.
National studies highlight the importance of using various methods when teaching reading to young students. These approaches introduce children to new vocabulary and enhance their language skills.
In the Philippines, many researchers are conducting in-depth studies on the efficacy of the Fuller Approach, a methodology designed specifically for reading instruction. The approach focuses on developing literacy skills through interactive and systematic methods to enhance students' reading abilities.
These researchers seek to provide valuable insights into best practices for teaching reading in the country by analyzing its impact in diverse educational settings.
In Mindanao, specifically in the Donmar Lopez Copada Integrated Indigenous People’s School, situated in the Maasim 3 District of Sarangani, Goyja (2023) discovered that the Fuller approach can significantly improve the reading skills of Grade 3 students. Those taught using this strategy showed substantial gains in reading fluency, accuracy, and comprehension. The Fuller technique can be an effective tool for educators seeking to enhance reading skills in primary students.
Similarly, improving reading skills effectively requires cooperation from parents or guardians. Teaching reading has always been challenging at Pagasa Malipayan in Agusan Del Sur. Several programs and initiatives have been launched to support teachers in finding alternative ways to help students understand concepts more clearly. According to the studies conducted, it was found that 25 out of 40 students in grades 3-6 read at a frustration level. It highlights the need for an intervention to strengthen their word-reading and reading comprehension skills, enabling them to remain engaged with their peers and participate fully in class discussions. (Gevero & Doronio, 2024). The researcher proposes applying the Fuller Approach to other grades, particularly to students beginning their education. Providing early assistance can help struggling young readers avoid long-term academic challenges. The Fuller Approach should continue and be further enhanced because it has considerably increased reading skills. The findings also indicate a significant increase in students' reading proficiency resulting from the implementation of the Fuller Approach. Thus, the study shows that using the Fuller Approach is recommended for improving students' reading ability and comprehension.
The research in Catbalogan City School Division's District VI was continued to determine the level of reading proficiency among Grade 3 students. Through the administration of various tests, it was established that most students found reading very challenging; thus, the rationale for a structured reading timetable. This type of schedule remains crucial in establishing a reading habit and enhancing performance among the respondents. The findings also provide evidence of the viability of developing a specific reading intervention program to address the needs of these students. The program could include interventions such as guided reading, phonics practice, and interactive reading to improve their reading skills and create a lifelong reading habit.
Meramonte (2022) emphasizes that early identification of students at risk for future reading failure is crucial for correctly placing them in intervention and remediation programs. However, after being selected and enrolled in remedial classes, teachers must determine if the remediation courses enhanced their reading comprehension, fluency, and reading proficiency. Teachers may acquire helpful information and techniques on how to do this through research conducted in other parts of the Philippines. It encourages teachers to reflect on and respond to their students' needs, fosters connections, and enhances student motivation and well-being, ultimately leading to improved learning outcomes.
Cluster VIII of the Schools Division Office of Urdaneta City stated that regularly assessing learners' reading performance levels can help identify their strengths and weaknesses. This assessment provides opportunities for targeted interventions that can assist students in overcoming reading difficulties and achieving better results (Duzon, K., & Paragas, J., 2023)
In Tarlac Province, programs such as the National Reading Program have played a crucial role in enhancing reading instruction for students. The program employs various methodologies to enhance fluency, comprehension, and overall performance, thus instilling in students a reading culture.
The National Reading Program is an integral component of the National Learning Camp, which is organized by the Department of Education. This dynamic platform facilitates the sharing of effective teaching practices and encourages educators to engage in various professional development opportunities, including workshops, seminars, and collaborative training sessions. Through these experiences, teachers can explore innovative methodologies tailored to meet the diverse needs of their students, ultimately enriching the educational landscape in Tarlac.
SME-AG Global School Inc., situated in the vibrant place in San Roque Bamban, Tarlac community, is a mid-sized private institution dedicated to delivering high-quality K-12 education. The school prides itself on educating a multicultural group of students, enrolling students from the surrounding communities.
SME-AG's educational philosophy emphasizes the importance of solid academic foundations, alongside values such as community commitment, personal growth, and social responsibility. The school strives to give its students a sense of belonging and respect for diversity.
The primary goal of SME-AG Global School Inc. is to enhance our school readiness mission, which empowers us to provide personalized instruction tailored to each student's unique needs. The school employs innovative, collaborative teaching methods that encourage critical thinking and creativity. In addition, the school is committed to fostering a supportive community and prioritizing the emotional and social well-being of its students, while maintaining a challenging academic program that encourages them to reach their full potential. Through the various programs and extracurricular initiatives, the school aims to develop well-rounded individuals who are academically prepared, responsible, and engaged members of society.
SME-AG Global School Inc. serves as an exemplary learning institution that has fully adopted the principles of the National Learning Camp. By incorporating phonics-based methods and various approaches to reading, including the Marungko approach, interactive reading materials, and shared reading, SME-AG Global School Inc. has created an engaging and dynamic learning environment for its students. The school emphasizes reading, particularly at the primary level, with elective courses such as Intensive Reading available. Intensive reading establishes foundational reading skills, including letter recognition, phonemic awareness, and vocabulary development. It develops fluency and understanding by repeated practice with materials appropriate for their age. It helps young learners decode words, recognize sentence patterns, read stories, and develop reading habits. Additionally, it encourages early critical thinking and the ability to make connections between the text and their own experiences.
SME-AG Global School Inc. strongly emphasizes fostering a sense of belonging and participation through school events and partnerships with local organizations. The school also collaborates with Community Linkages to encourage reading at the primary level through an annual Off-Campus Outreach Reading Program. This activity is held during English Week and is in partnership with different public schools in Bamban, Tarlac. Primary-level students can present their reading skills through storytelling during this activity. Additionally, they can share and generously contribute whatever they can from their resources, benefiting the students at the partner public schools. The educators at SME-AG Global School Inc. have fully supported this initiative and encouraged diverse approaches to meet the students' needs.
Although the school offers elective subjects such as intensive reading and other reading programs, students still require additional attention and a more targeted approach to teaching reading. To monitor student progress in reading and comprehension, teachers at the school conduct a Quarterly Reading Assessment, which involves tracking the development of students' reading comprehension alongside giving input from parents and other stakeholders. This method helps the educator identify that some learners require intervention; while some students can thoroughly read the story and passages, they struggle to comprehend them. Some students struggle to identify the sounds of the alphabet and have difficulty reading words independently. By initiating this, the researcher aims to address the problem using a new approach and determine if it is suitable for improving their reading abilities and comprehension.
In addition, as a teacher, the researcher repeatedly encountered pupils in SME-AG Global School Inc. who knew how to read but struggled to understand the passages they were reading. This was evident in their inability to answer questions about the content of the stories they were reading. Learners were unable to discuss the story's gist or provide answers to the questions. Educators think that even though the school conducts a reading program, there are still students at risk in reading.
In this study, the researcher aimed to gauge the impact of the Fuller Approach on students' reading performance. To close this gap, further study is needed to investigate the benefits of the Fuller Approach on teaching pupils' reading performance in the SME-AG Global School Inc. setting. This research aims to evaluate the effectiveness of the Fuller approach in closing the reading performance gap at the primary level of SME-AG Global School Incorporated.
