Educational Issues, Vol. 8 No. 2, 2025.
Original scientific paper
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
*
* Corresponding author.
Abstract
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.
Keywords
1. reading fluency; 2. remedial instruction; 3. struggling readers; 4. text-talk stories; 5. action research
Hrčak ID:
342315
URI
Publication date:
23.12.2025.
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