Effects of Global Reading Approach on the Performance of Kindergarten Learners in Reading: Basis for Reading Material Development
DOI:
https://doi.org/10.59573/emsj.8(3).2024.33Ключевые слова:
global reading approach, reading performanceАннотация
This study aimed to determine the effects of Global Reading Approach on the performance of Kindergarten learners in Reading at Intavas Integrated School in Impasugong Bukidnon during the School Year 2023-2024. The result of the study would be the basis for reading material development. It specifically answered the following: the respondents’ performance level of reading based on the pretest and posttest results in terms of phonemic awareness, phonics, vocabulary, fluency and comprehension, and the significant difference in the pretest and posttest reading performance of Kindergarten learners between those exposed to the Global Reading Approach (Experimental Group) and those exposed to the traditional reading approach (Control Group). Sixty (60) Kindergarten learners were involved in the study utilizing quasi-experimental research design. The data were treated with descriptive statistics such as frequency, percentage mean, standard deviation and T-test. Findings of the study revealed that a significant difference was identified in favor of those students exposed to Global Reading Approach. Further it revealed that the intervention helped students improve their posttest scores in reading performance. It concluded that the learners considered their experiences more pleasurable with the use of Global Reading Approach in teaching reading, as generally successful. It is recommended that Kindergarten teachers should be encouraged to use the Global Reading Approach in the learning process to enhance the reading performance of the Kindergarten learners.
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