Storytelling Aloud Strategy: Effects on Pupils’ Reading Comprehension Skill

Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 20, Issue 6

Abstract

The COVID-19 pandemic has significantly impacted education, particularly in the area of reading skills among young learners. This quasi-experimental study investigates interactive Read-Aloud sessions' effectiveness in improving kindergarten pupils' reading comprehension skills (ages 5-6) at Lingating Integrated School, Lingating, Baungon, Bukidnon. The study involved eighty heterogenous pupils, with forty exposed to the reading-aloud strategy and forty to the conventional non-reading-aloud strategy. Results indicate that the storytelling aloud strategy significantly enhanced kindergarteners' reading comprehension, suggesting its potential as an intervention in early childhood education. While both groups showed similar academic performance, the storytelling group displayed slightly higher grades. Recommendations include incorporating storytelling into the classroom routine, utilizing non-storytelling strategies like games, providing more reading material, and implementing storytelling across various subjects. This research underscores the importance of interactive Read-Aloud sessions in fostering reading skills among kindergarten pupils, emphasizing the need for diverse strategies to enhance learning outcomes in early education settings.

Authors and Affiliations

Mhae Ligmon

Keywords

Related Articles

Students’ Perceptions in College Teachers’ Evaluation: Development and Validation of Instrument

This study developed and validated a scale for college teachers’ evaluation. The scale was developed considering existing literature on the student’s perceptions of effective college teachers and from the perceptions of...

Pumachang: A Journey Through Cordilleran Indigenous Counseling Practices

The need for counseling from a multicultural perspective is necessary as globalization has allowed people from diverse backgrounds and cultures to form communities that need a more contextualized and responsive approach...

Level of Technology Integration of Selected Public School Teachers and its Correlation to their Performance: Basis for Technology Development Program

This study aimed to determine the level of technology integration of the teachers in using various platforms in public elementary schools as a correlate to school performance. These findings serve as a solid foundation f...

Utilization of Contextualized Electronic Learning Material in Physical Education and its Relation to the Pupils’ Academic Performance

The aim of this study is to determine the level of utilization of contextualized electronic learning material in Physical Education and its relationship to the Grade Six Physical Education learners. The study utilized th...

Effects of Climate Change to Teaching and Learning in Public Secondary Schools of Zone 2, Division of Zambales

The rapid effects of climate change threaten teaching and learning, necessitating analysis and mitigation. Awareness and prevention are key strategies for meaningful and sustainable development in our changing climate. T...

Download PDF file
  • EP ID EP760840
  • DOI 10.5281/zenodo.11520007
  • Views 22
  • Downloads 0

How To Cite

Mhae Ligmon (2024). Storytelling Aloud Strategy: Effects on Pupils’ Reading Comprehension Skill. Psychology and Education: A Multidisciplinary Journal, 20(6), -. https://www.europub.co.uk/articles/-A-760840