Effectiveness Of Interactive Storytelling Techniques and Materials in Early Literacy Skills of Kindergarten Learners

AUTHOR(S)

GELYN S. LABADOR

ABSTRACT

— This study was conducted to determine the Effectiveness of Interactive Storytelling Techniques in Developing Early Literacy Skills in Kindergarten learners that was conducted in Mahayahay Elementary School, in Ormoc City District II in the Schools Division of Ormoc City. The findings of the study were the bases for the proposed Intervention Plan. A quasi-experimental research approach was used in the study “Effectiveness of Interactive Storytelling Techniques in Developing Early Literacy Skills in Kindergarten,” which focuses on a single participant group. When examining the effects of an intervention—like interactive storytelling—in an already-existing classroom context, this design is especially helpful. The researcher can evaluate the literacy abilities of kindergarten students both before and after the use of interactive storytelling approaches by employing a one-group pretest-posttest design. By controlling for certain contextual variables that may affect the outcomes, this method allows the assessment of changes in literacy outcomes related to the intervention The statistical study of the kindergarten learners’ pre-test and post-test scores showed that their literacy skills significantly improved with the introduction of interactive storytelling resources and approaches. To ascertain whether the noted improvements were statistically significant, an analysis was carried out. The results showed that the null hypothesis was rejected and that there was a significant difference between the pre-test and post-test scores. This implies that the learners’ early reading abilities were improved by the application of narrative approaches. The pre-test mean score, which was initially categorized as “Average,” rose considerably in the post-test and entered the “Very Good” range. The intervention’s efficacy was further highlighted by the significant difference between the pre-test and post-test means that accompanied the scores’ significant improvement. It is supported by the data’ statistical significance that interactive storytelling techniques greatly improved the literacy development of the students. These results highlight interactive storytelling’s potential as a very successful strategy for enhancing young readers’ literacy. Teachers can create a dynamic and interesting learning environment that encourages active involvement, language development, and cognitive growth by integrating storytelling into the curriculum. Multimodal learning strategies, such as acting, picturing, and listening, have been shown to be very successful in promoting language retention and comprehension. All things considered, the study provides compelling evidence for the ongoing investigation of storytelling as a means of improving literacy in a range of educational contexts. Keywords — Effectiveness Interactive Storytelling Techniques Early Literacy Kindergarten