Izvorni znanstveni članak

https://doi.org/10.53577/oot.8.2.3

From Screens to Pages: A Multimodal Text-Talk Stories Intervention for Struggling Grade 8 English Readers

ZYRINE M. SARMIENTO ; Bulacan Agricultural State College
FAMELA E. PANGILINAN ; Bulacan Agricultural State College
JAN S. DEL ROSARIO orcid.org/0009-0000-0163-5946 ; Bulacan Agricultural State College *

* Dopisni autor.

Sažetak

This study examined the effectiveness of Text-Talk Stories, a multimodal reading intervention modelled after digital communication formats, in supporting the reading fluency of struggling Grade 8 English learners. Using a quasi-experimental design, 42 students were randomly assigned to experimental and control groups, with reading fluency measured through Words Correct Per Minute (WCPM) using Phil-IRI passages. The experimental group demonstrated statistically significant improvements compared with the control group. Qualitative feedback gathered through interviews and written reflections indicated that the chat-like layout, visual cues, and culturally familiar elements of the Text-Talk Stories made reading more approachable and helped students engage more confidently with the texts. Some learners, however, continued to experience reading anxiety, vocabulary challenges, and cognitive load. Overall, the findings suggest that multimodal, conversational texts can enhance fluency development when supported by responsive instructional strategies that address both the academic and affective needs of struggling readers.

Ključne riječi

1. reading fluency; 2. remedial instruction; 3. struggling readers; 4. text-talk stories; 5. action research

Hrčak ID:

342315

URI

https://hrcak.srce.hr/342315

Datum izdavanja:

23.12.2025.

Podaci na drugim jezicima: hrvatski

Posjeta: 703 *