Pedagogical Approaches in Oral Narratives: A Descriptive Study of Storytelling Strategies Used To Support Grade 2 Reading Comprehension

Abstract

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.