The use of interactive stories as a strategy for developing reading comprehension in young learners

Abstract

This research project examines the use of interactive stories as a strategy to develop reading comprehension skills in young learners. The study uses a qualitative, phenomenological approach to explore English teachers’ views on interactive storytelling as a teaching tool. Data was collected through semi-structured interviews with teachers who described their experiences using interactive stories in class and the effects on their students. The results showed that interactive stories help increase motivation, participation, and vocabulary, allowing students to understand and connect ideas better. Teachers also mentioned that this approach helps children stay focused for longer periods and become more confident when reading aloud or answering comprehension questions. In addition, the use of multimedia elements such as images, sounds, and short animations, together with decision-making activities, encourages active involvement and supports comprehension through prediction and reasoning. These features make reading more dynamic and help teachers adapt the material to different learning styles. The study concludes that interactive storytelling is a practical and adaptable method that fits within constructivist and cognitivist approaches to learning, where understanding is built through interaction and reflection. Overall, interactive stories are a useful tool for teachers who want to strengthen reading comprehension and create a more engaging classroom experience for young learners.