Orton-Gillingham Approach and Grade I Pupils’ Reading Ability

Abstract

AbstrakThe main thrust of this study was to determine the effectiveness of the Orton-Gillingham approach in the reading ability of Grade I pupils. Moreover, it proposed an action plan to integrate the use of the Orton-Gillingham approach in teaching reading. The study utilized the pretest-posttest quasi-experimental design. The pretest scores pairing with 24 respondents in each group determined the grouping of the respondents. Orton-Gillingham approach was used in the experimentation. Data were collected using the early grade reading assessment toolkit. These were administered in the two groups of respondents those were exposed to Orton-Gillingham approach from those exposed to Conventional approach (Marungko), respectively. Based on the findings, there is no significant difference in the performance between the pupils exposed to the Orton-Gillingham approach with those exposed to Conventional approach (Marungko). However, the research showed that those exposed to Orton-Gillingham Approach, twelve (50%) pupils performed as outstanding while eight (33.33%) pupils were outstanding using Marungko Approach. Thus, the Orton-Gillingham approach enhanced the pupils’ reading skills in terms of phonological awareness, appropriate spelling, retention, and better understanding. The proposed training and seminar program should be implemented to teachers for them to be able to utilize the Orton-Gillingham approach in teaching reading.