The purpose of the study was to assess the reading skills of the learner in using big book as instructional material in teaching grade one mother tongue-based. Utilization of big book is used to assessed the reading skills of the learners such reading accurately, reading fluently, reading comprehension, sequencing event, listening and others, and sooner they love to read it on their own. Reading big book can be a fun and imaginative activity for children which open doors to new world for them. It is important for children to understand how stories work too, even if a child does not understand every word, they will hear new sounds, words and phrases which they can then try out, imitating what they have heard. Learning to read is about listening and understanding as well as working out what is printed on the page. Through hearing stories, children are exposed to a wide range of words. This helps them build their own vocabulary and improve their understanding when they listen, which is vital as they start to read. The parents play an important role on a child's reading ability, when the parent start reading stories at an early age the child will develop the love of reading. Teachers also find ways how a child keeps their interest in reading. Utilization of big book is a big help to catch the attention of the learner and focus on the lesson.


Many studies show that reading for pleasure makes a big difference to children's educational performance. They enjoy reading at the same time develop a broader vocabulary, increased general knowledge and a better understanding.

This study also focused its attention on the significant differences in utilizing the big book. As already pointed out that utilization of big book have been assessed from the perception of each grade one teachers, involved in the acceptability in terms of its availability, utilization.

The researcher used research questionnaire and research administrative form to determine the significance difference between the
Many studies show that reading for pleasure makes a big difference to children's educational performance. They enjoy reading at the same time develop a broader vocabulary, increased general knowledge and a better understanding.

This study also focused its attention on the significant differences in utilizing the big book. As already pointed out that utilization of big book have been assessed from the perception of each grade one teachers, involved in the acceptability in terms of its availability, utilization.

The researcher used research questionnaire and research administrative form to determine the significance difference between the pre-test and post-test and the acceptability of using big book based on the findings of the study. The respondents of the study were seven grade one teachers and 320 grade one pupils of Camarin D Elementary School Unit II in the academic year 2018-2019. Research Administrative Form and research questionnaire were used as means of gathering data. The questionnaire filled by the teachers and learners was analyzed and Frequency distribution and Z-Test were calculated and the result between pre-test and post-test of the teacher and pupil respondents in grade one.

From the findings of the study the following conclusions were drawn: respondents from grade one teachers were mostly female and selected grade one learner.

The researcher recommended to address the physical and emotional status of the pupil-respondents in terms of their character, attitudes toward self, peer, and their studies. Teachers, Parents and Guardian should develop a genuine concern and support for the learner. The researcher also recommended to consider the utilization of big book to help them develop their reading ability. The proposed utilization of big book should be supported by the teachers, master teachers and principal in order to help the slow reader pupils to cope with reading problem and develop their reading skills.