EFFECTIVENESS OF PICTURE STORY- BASED READING ENHANCEMENT MATERIALS FOR GRADE II PUPILS

Abstract

This study evaluated how well Picture Story-Based Reading Enhancement Materials improved the reading abilities of Mallig Elementary School students in Grade II. The study was carried out in response to learners' reported reading challenges, specifically with regard to decoding, comprehension, and fluency. The study specifically aimed to ascertain: (1) the reading proficiency of Grade II students prior to the use of picture stories in reading activities; (2) the reading proficiency of Grade II students following the use of picture stories in terms of decoding, comprehension, and fluency; and (3) whether there was a significant mean improvement in the students' reading proficiency from the pretest to the posttest.

The study used a one-group pretest-posttest design and a quantitative research methodology. The study's respondents were fourteen students in Grade II. Before and after the intervention, the students' reading performance in decoding, comprehension, and fluency was evaluated using the Comprehensive Literacy Reading Assessment (CLRA). The collected data was analyzed and interpreted using the mean, standard deviation, and paired sample t-test.

The findings revealed that the students had poor reading performance before the intervention, especially in comprehension and fluency, and that only a small percentage of them had adequate decoding abilities. Following the use of the Picture Story-Based Reading Enhancement Materials, the students showed notable progress in every aspect of reading. According to the posttest results, reading fluency had significantly increased, comprehension had significantly improved, and decoding had nearly reached mastery. Decoding, comprehension, and fluency scores on the pretest and posttest differed significantly, according to statistical analysis, since the computed t-values were higher than the tabular value at the predetermined level of significance. The null hypothesis was thus disproved.

The study found that Picture Story-Based Reading Enhancement Materials are useful teaching resources for raising students' reading proficiency in Grade II. Learner engagement, comprehension, fluency, and overall reading performance were all improved by the combination of text and visual storytelling. The results, which are based on Paivio's Dual Coding Theory and Mayer's Multimedia Learning Theory, confirm that integrating spoken and visual information helps young learners comprehend concepts more deeply and retain information better.