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Enhancing Reading Comprehension Skills in Grade 2 Through

Interactive Storytelling

An Action Research Plan Presented to the….

In Partial Fulfilment of the Requirements for the…

Lovely Joy H. Doble

Rhealyn G. Lagata

October 2024
I. Context and Rationale

Reading comprehension skills are a must when looking at educational

performance and individual growth, particularly as children shift from learning

to read to reading to learn in Grade 2. The child begins to require more than

simple word recognition as she reads to make sense of texts. Much of the

existing competence in reading comprehension continues to remain in several

of the students who have learned to read and write, with far-reaching

implications for their educational path ahead, according to some research

(Baker et al., 2020; Smith et al., 2021). Generally, traditional reading

instruction methods are usually inappropriate for the individuality of students

and reading instruction in new ways could be suitable in solving such a

problem (Guthrie & McCann, 2018). Reading comprehension is an essential

prerequisite in predicting future success since it remains a key requirement in

fulfilling academic performance. As the level of education progresses,

students must understand complicated texts since reading is basically

combed into learning procedures in various disciplines. Poor reading skills

early in life sometimes persist later in life and associate with less interest in

school and behavioral problems. The psychological consequences of low

reading comprehension are associated with emotional frustrations and

reduced self-esteem, which may also discourage children from practicing

more reading.

The traditional reading instruction commonly employs rote

memorization and passive reading approach, which cannot honor the unique

needs of developing readers. Most classrooms are still following the one-size-

fits-all approach as students sit separately and read independently answering

comprehension questions, and it leads to disengagement Baker et al., 2020.

Standardized testing worsens the situation where measurable outcome gets

precedence above instilling actual love for reading. Testing normally executes

potential opportunities for activity that may enhance understanding (Harris et

al., 2022). Interactive storytelling is a different option from the traditional

approaches that can be used in an interesting activity; this approach typically

enhances emotional capture of the student and maintains students active with

the character. Research indicates that interactive storytelling enhances

reading comprehension while improving vocabulary and critical thinking skills

(Sullivan & Alshahrani, 2021). Interactive narration employs the emotive

power of stories to create an interactive and motivating learning environment

in which learners feel a sense of ownership of their learning process.

Involving students in discussions about the character, plot, and themes

turns them into thinking subjects that heighten the ability of extracting

meaning from texts (Miller & Smith, 2019). Al-Mahrooqi and Roscoe, however,

recorded an overall comprehension and vocabulary increase by the students

based on the storytelling activities. When learning has emotional connections

because of storytelling, remembering translates to better retention hence

making learning real and meaningful (Sullivan & Alshahrani, 2021). The

simplest advantage of interactive storytelling is hooking the students' attention

to achieve receptivity while learning. This involves transforming mere

recipients of information from passive students into active participants, making

it easy for them to have more concentration and effort directed towards

understanding (Miller & Smith, 2019). Interactive storytelling promotes

vocabulary as it puts words and phrases in rich, contextual narratives, which

are easily remembered in the memory (Al-Mahrooqi & Roscoe, 2019).

The study fills in a gap in educational practice, where the conventional

reading instruction is not up to the involvement levels of the students and

allows for diverse learning needs. The reason behind the use of interactive

storytelling in this study will create a dynamic atmosphere in which the

contemporary approach of education meets. The benefits to be achieved for

the students from this study would be upgraded reading comprehension,

higher student engagement, and understanding of effective storytelling

techniques that could be used in the process of instructing literacy.

II. Action Research Questions

This study aims to improve the reading comprehension of grade 2

students of San Carlos Integrated School using interactive storytelling. This

study attempts to address the following questions:

1. How do Grade 2 readers change their reading comprehension before and

after an experience with interactive storytelling?

2. In what ways do students understand the concept of interactive storytelling

differently as compared to traditional reading instruction?

3. What is interactive storytelling increases reading comprehension skills?

Hypothesis

There is no significant difference in reading comprehension skills

among Grade 2 students exposed to interactive storytelling compared to

those using traditional instructional methods.

Conceptual Framework of the Study

This part presents the conceptual framework which directs the

researcher on the flow of the study.

This study highlights the nature of the relationship between interactive

storytelling, which constitutes the independent variable, and reading

comprehension, which is the dependent variable. It will be based of the

pretest and post-test.

Independent Variable Dependent Variable

Learners not exposed to Level of Reading

Interactive Storytelling Comprehension Skills
Pretest
Post-test
Learners exposed to
Traditional Storytelling

Figure 1. Conceptual Framework of the Study

III. Proposed Innovation, Interventions, and Strategies to be Used

Enhancing reading comprehension skills in Grade 2 through the

integration of interactive storytelling sessions into the literacy curriculum. This

intervention focuses on creating an engaging learning environment that

combines traditional storytelling with interactive elements to promote deeper

understanding and enjoyment of reading. The researcher will collaborate to

design a series of interactive storytelling sessions, incorporating techniques

such as dramatic readings, role-playing, and audience participation. These

sessions will be strategically aligned with Grade 2 literacy objectives,

emphasizing key skills such as vocabulary development, comprehension, and

critical thinking.

To further enrich the experience, a selection of digital storytelling tools,

including animated videos and interactive apps, will be integrated into the

lessons. These resources will enhance student engagement and cater to

varied learning preferences, making stories more accessible and relatable.

Teachers will facilitate guided storytelling sessions, encouraging students to

actively participate through discussions, questions, and reflective activities.

After each storytelling session, students will engage in collaborative story

creation, working in groups to craft and present their narratives. This process

fosters creativity and teamwork while reinforcing comprehension skills.

Additionally, students will participate in follow-up activities such as

comprehension exercises, vocabulary games, and hands-on projects that

connect with the stories discussed.

 Ongoing assessments will be utilized to monitor student progress in

reading comprehension and to inform instructional adjustments. By

implementing this comprehensive approach, the researcher aims to leverage

the power of interactive storytelling to significantly improve reading

comprehension skills in Grade 2, establishing a scalable model for enhancing

literacy education in elementary classrooms.

References

Al-Mahrooqi, R., & Roscoe, R. (2019). The impact of interactive storytelling on

language learning and reading comprehension. Journal of Language

and Literature, 10(2), 45-58.

Baker, L., Afflerbach, P., & Soden, E. (2020). The importance of reading

comprehension in the early grades: Implications for educators. Reading

Psychology, 41(5), 421-436.

Guthrie, J. T., & McCann, A. D. (2018). Engaging students in reading

comprehension through motivational practices. Literacy Research and

Instruction, 57(2), 99-114.

Miller, D., & Smith, K. (2019). The power of storytelling in the classroom:

Strategies for enhancing reading comprehension. The Reading

Teacher, 73(1), 58-67.

Snow, C. E. (2018). Academic language and the challenge of reading

comprehension. Educational Psychologist, 53(2), 63-75.