top of page
Published in
Academic Frontiers
Narrated Video Stories to Enhance Reading Comprehension
Academic Frontiers, 2(6), 51-63, ISSN: 3082-4400, 2026.
Recommended Citation:
Geraldez, M. J. D., & Velarde, V. E. (2026). Narrated Video Stories to Enhance Reading Comprehension. Academic Frontiers, 2(6), 51–63. https://doi.org/10.5281/zenodo.20652569
Author(s)
Geraldez, Mechel Joy D., Velarde, Vanissa E.
Abstract
The study determined the effectiveness of narrated video stories as an instructional intervention to enhance the reading comprehension of Grade 4 learners in Cagdianao East District, Dinagat Islands. It systematically examined learners’ comprehension in literal, inferential, and critical levels, identified the reading materials used by teachers and guided the development and validation of narrated video stories based on key dimensions. The study further evaluated these materials in terms of content quality, instructional quality, and technical quality and teachers’ observations on its implementation, while comparisons among three groups which determined both improvement and differences in effectiveness across delivery modes. The study employed a developmental research design following the ADDIE model. Data were gathered using researcher-made pretest and post-test instruments to assess reading comprehension, alongside Department of Education evaluation tools to establish the validity and characteristics of the digital learning resources. The study involved 38 Grade 4 learners as participants. Mean and standard deviation, paired-sample t- test was utilized, and analysis of Covariance (ANCOVA) were the utilized statistical tools. Findings showed that Grade 4 learners initially demonstrated comparable and developing reading comprehension skills across literal, inferential, and critical domains, as all groups were at the instructional level prior to the intervention. The narrated video stories, possess pedagogically sound characteristic, were valid instructional materials, as supplementary or primary learning resources. Its integration in classroom instruction is more effective in elevating learners’ reading comprehension to the independent level compared to home-based exposure or traditional teaching methods. The mode of instruction also significantly influences learners’ literal comprehension, with classroom-based narrated video instruction yielding superior outcomes compared to both home-based assignments and traditional strategies.
Keywords
Narrated video stories, literal, inferential, critical, content, instructional quality, technical quality
bottom of page