Pedagogical Approaches in Oral Narratives: A Descriptive Study of Storytelling Strategies Used To Support Grade 2 Reading Comprehension
DOI:
https://doi.org/10.55927/ijsmr.v4i8.118Keywords:
oral narratives, storytelling strategies, reading comprehensionAbstract
This study examined the pedagogical approaches in oral narratives by describing the storytelling strategies used by Grade 2 teachers to support reading comprehension. A descriptive-quantitative research design was employed involving 36 Grade 2 teachers from a selected elementary school. Data were collected using a validated modified questionnaire and analyzed through frequency, percentage, and weighted mean. Findings revealed that teachers consistently utilized expressive storytelling, interactive questioning, visual instructional materials, vocabulary explanation, and comprehension questioning to enhance learners' understanding. However, strategies requiring student-generated responses, such as story retelling and summarization, were implemented less frequently. The study concludes that storytelling is an effective instructional approach for supporting Grade 2 reading comprehension and recommends strengthening learner-centered storytelling activities to promote higher-order comprehension skills.
References
Bruner, J. (1996). The culture of education. Harvard University Press.
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press.
Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21.
Chall, J. S. (1983). Stages of reading development. McGraw-Hill.
Collins, F. (1999). The use of traditional storytelling in education to the learning of literacy skills. Early Child Development and Care, 152(1), 77–108. https://doi.org/10.1080/0300443991520106
Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language. Paul H. Brookes.
Egan, K. (1986). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. University of Chicago Press.
Fisher, W. R. (1984). Narration as a human communication paradigm. Communication Monographs, 51(1), 1–22.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163. https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3
Mehrabian, A. (1972). Nonverbal communication. Aldine-Atherton.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Morrow, L. M. (2005). Literacy development in the early years. Pearson.
Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). Guilford Press.
Rosenblatt, L. M. (1995). Literature as exploration (5th ed.). Modern Language Association.
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
Trelease, J. (2013). The read-aloud handbook (7th ed.). Penguin.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Schank, R. C. (1995). Tell me a story: Narrative and intelligence. Northwestern University Press.
Street, B. (2003). What’s “new” in new literacy studies? Current Issues in Comparative Education, 5(2), 77–91.
Tversky, B. (2004). Narratives of space, time, and life. Mind & Language, 19(4), 380–392.
Winner, E. (1982). Invented worlds: The psychology of the arts. Harvard University Press.
Downloads
Published
Versions
- 2026-09-07 (2)
- 2026-08-29 (1)
