EFFECTS OF STORYTELLING BOOKS TO ENHANCE YOUNG CHILDREN'S READING COMPREHENSION THROUGH INTERACTIVE TEACHING METHOD

Abstract

This study examines the impact of interactive teaching methods utilizing picture storybooks on reading comprehension among young children. An experimental design compares an interactive teaching group with a conventional storytelling control group, involving 32 kindergarteners aged five to six in Hualien City, Taiwan. Pre- and post-test assessments, alongside observational data, reveal significant improvements in reading attitudes, book concepts, and story comprehension within the experimental group. Statistical analysis confirms the efficacy of interactive strategies, despite a small sample size. Findings suggest that integrating interactive teaching with storybooks fosters early reading interest and comprehension, laying a foundation for future literacy development.