Improving Narrative Text Comprehension Among Grade 2 Learners Through Interactive Storytelling and Story Mapping
DOI:
https://doi.org/10.5281/zenodo.23723100Keywords:
Classroom Action Research, Grade 2 Learners, Interactive Storytelling, Narrative Text Comprehension, Reading Intervention, Story MappingAbstract
This study examined changes in narrative text comprehension among Grade 2 learners following the implementation of interactive storytelling and story mapping in Filipino instruction at Ambaguio Central School, Ifugao, Philippines. A quantitative classroom action research design employing a one-group pretest–posttest approach was used to assess learners' comprehension before and after the instructional intervention. The study involved 30 Grade 2 learners and used a 20-item reading comprehension assessment covering identification of characters and settings, sequencing of events, recognition of problems and solutions, and comprehension questions. Interactive storytelling incorporated guided questioning, prediction, discussion, and retelling, while story mapping provided visual organizers for identifying and connecting narrative elements. The manuscript reports an increase in mean comprehension scores from 10.2 to 15.6 out of 20, representing a gain of 5.4 points or 27 percentage points. These figures require verification against the original assessment records because they were identified as illustrative in the initial manuscript. Subject to that verification, the observed pattern would indicate improved narrative comprehension following the instructional activities. The study offers a classroom-based approach to organizing narrative reading instruction through learner participation and visual representation of story elements.
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