Socio-Cognitive Factors and Processes in Learning Beginning Reading Skills Using the Marungko Approach among Struggling Kindergarten Learners
DOI:
https://doi.org/10.65339/ijsair.V2.I3.748Keywords:
Beginning Reading Skills, Early Childhood Development (ECD) Checklist, Kindergarten Learners, Marungko Approach, Mixed-Methods Case Study, Socio-Cognitive Development, Socio-Cognitive Factors, Struggling ReadersAbstract
This study examined the development of beginning reading skills among struggling kindergarten learners through the Marungko Approach while exploring the socio-cognitive factors that influence early literacy acquisition. Guided by Langer's socio-cognitive perspective of reading, the study investigated how cognitive processes and sociodemographic characteristics contribute to learners' beginning reading development. A mixed-methods case study employing a quasi-experimental pretest-posttest design and qualitative case study with ethnographic processes was conducted among five purposively selected struggling kindergarten learners from Mandaluyong Addition Hills Elementary School during School Year 2024–2025. Data were collected using the Early Childhood Development (ECD) Checklist, a researcher-developed Marungko Assessment Tool, observation checklists, mental noting, video recordings, parent interviews, and validated instructional materials. Quantitative analysis compared learners' pretest and posttest performance, while qualitative analysis examined learners' cognitive processes, learning experiences, and sociodemographic influences on reading development. The findings revealed significant improvements in picture recognition, letter-sound recognition, sound blending, recognition of Filipino function words, and reading of words, phrases, and simple sentences following the implementation of the Marungko Approach, although letter-writing improvement was not statistically significant. The intervention enabled learners to progress from recognizing letters and sounds to decoding words and comprehending connected text. The findings further showed that beginning reading development is shaped by multisensory learning, scaffolding, modeling, guided practice, repetition, parental involvement, and home literacy practices. The study concludes that the Marungko Approach effectively strengthens beginning reading skills among struggling kindergarten learners and recommends integrating socio-cognitive principles into early literacy instruction, reinforcing home-school partnerships, and developing literacy programs that consider learners' cognitive and social contexts. The study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting effective and inclusive early literacy instruction and SDG 10: Reduced Inequalities by addressing learning gaps among struggling readers. It also contributes to educational, community, and institutional sustainability by providing evidence that can strengthen literacy instruction and collaborative home-school support for young learners.
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