THE USE OF STORYTELLING AS A TEACHING STRATEGY TO ENHANCE READING COMPREHENSION SKILLS

Adminitration Management

This study aimed to investigate the use of storytelling as a teaching strategy to enhance reading comprehension skills, specifically focusing on the storytelling experiences and preferences of Grade 6-Rizal students at Cabangkalan Integrated School. Motivated by the concerning results of the 2024 Phil-IRI Oral Reading Test, which identified a significant number of students as frustrated or non-readers, the study aims to explore how storytelling can enhance reading skills and comprehension. A single-group pre-test-post-test experimental design will be employed, providing a robust framework to assess the effectiveness of the intervention. Participants will undergo a pre-test to establish baseline literacy skills, followed by a storytelling-based instructional intervention, and a post-test to measure any resulting improvements. Data will be collected through a researcher-made questionnaire designed to capture detailed insights into students' engagement with storytelling.This design allows for clear comparisons between pre- and post-intervention results, offering valuable evidence of the impact of storytelling on students' literacy development. Through this structured approach, the study seeks to contribute meaningful strategies for improving literacy outcomes in primary education, supported by Kendall Haven is a leading researcher and advocate for the use of storytelling in education. In Story Proof, he presents compelling evidence from neuroscience and education research, showing how storytelling improves comprehension, retention, and engagement in learners. Although the book was published in 2007, its influence continued into the following years and is frequently cited in educational research about storytelling strategies, including those published around 2010 (Haven 2010).

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