Enhancing Early Literacy Development among Young Learners through the Marungko Approach: Implications for Cognitive and Language Acquisition

Abstract

This study examined the effectiveness of the Marungko Approach in enhancing early literacy
development among young learners, with particular emphasis on its implications for cognitive
and language acquisition. Employing a quasi-experimental research design supplemented by
qualitative methods, the study involved twenty-five (25) Grade 2 pupils enrolled during the
Academic Year 2022–2023. A pretest–posttest assessment was utilized to determine changes in
learners’ literacy competencies following the implementation of the Marungko Approach as a
structured reading intervention. Reading development was evaluated across key linguistic
domains, including phonemic awareness, morphology, syntax, semantics, and pragmatics, which
are essential components of language acquisition and literacy growth. To support instruction
and facilitate meaningful learning experiences, various educational resources such as flashcards,
visual aids, videos, and interactive literacy activities were integrated into the intervention
process. Findings revealed significant improvements in learners’ reading proficiency, decoding
skills, language comprehension, and overall literacy performance following exposure to the
Marungko Approach. The results suggest that the approach serves as an effective early literacy
intervention that promotes foundational reading development while supporting cognitive and
linguistic growth among young learners. The study highlights the potential of the Marungko
Approach as a developmentally appropriate instructional strategy for strengthening literacy
acquisition in early elementary education and contributing to improved educational outcomes.