Teaching Beginning Reading Using Marungko Approach Among Grade One and Grade Two Pupils of Kalilangan East and West Districts

This study examined the effectiveness of the Marungko Approach in teaching beginning reading among Grade 1 and Grade 2 pupils in Kalilangan East and West Districts, Bukidnon, during the 2019–2020 school year. Using a descriptive-correlational design, data were collected from 75 teachers through a structured questionnaire assessing instructional practices and pupils’ reading performance. Results revealed that the implementation of the Marungko Approach across the Alphabetic Principle, Phonological Recoding, and Knowledge Source domains was rated very high (overall mean ≈ 4.8). Pupils’ reading outcomes showed that 90.7% (n=68) achieved an independent reading level, while only 9.3% (n=7) remained at the instructional level. Correlation analysis indicated a strong and significant relationship between teaching practices and reading performance, with the highest correlation observed in syllable combination (r = .927, p < .01). These findings suggest that systematic phonics-based instruction through the Marungko Approach significantly enhances early literacy skills, particularly decoding, blending, and comprehension. The study concludes that increased utilization of structured reading strategies contributes to improved pupil reading proficiency and recommends sustained teacher training and program implementation.