Story Grammar Strategy on Reading Performance Among Grade 5 Learners

Abstract

The study explores the Story Grammar Strategy’s impact on reading comprehension among Grade 5 learners at West City Central School for the 2024-2025 academic year. Using a descriptive survey and a pretest-posttest control group design, researchers assessed the strategy’s effectiveness compared to traditional teaching methods. Sixty learners were divided into experimental and control groups, each consisting of 30 participants. The experimental group employed the Story Grammar Strategy, while the control group followed conventional methods. Data collection involved a researcher-designed questionnaire and modified multiple-choice tests. Initial findings showed both groups performed below expectations in the pretest. However, post-test results revealed significant improvements in the experimental group’s reading comprehension and attitudes toward reading, demonstrating the strategy’s effectiveness. The study concludes that Story Grammar enhances learners’ ability to identify narrative elements, improving reading comprehension. It recommends prioritizing this strategy in classroom instruction. Teachers are encouraged to utilize online resources such as graphic organizers and story maps. Additionally, the school administration should conduct training and workshops on Story Grammar implementation and collaborative learning approaches. Such efforts can bolster students’ engagement and confidence in reading, leading to improved academic outcomes. This strategy shows promise as an innovative tool for teaching reading comprehension.