The Marungko Approach is a widely used early literacy teaching method in the Philippines that emphasizes phonemic awareness and systematic letter-sound instruction for beginning readers. This narrative review analyzes empirical studies examining the implementation, reported reading outcomes, and classroom challenges associated with the Marungko Approach among early grade learners. Findings show that learners exposed to the Marungko Approach demonstrate improved reading performance, including phonemic awareness, decoding, and oral reading skills. However, implementation challenges persist, such as training gaps for teachers, resource limitations, and the need for adaptations for diverse learners. The paper identifies gaps in current research, particularly in differentiated instruction and technology-facilitated learning, and suggests future directions to strengthen the implementation of the approach.