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Abstract
The COVID-19 pandemic has significantly impacted education, particularly in the area of reading skills among young learners. This quasi-experimental study investigates interactive Read-Aloud sessions' effectiveness in improving kindergarten pupils' reading comprehension skills (ages 5-6) at Lingating Integrated School, Lingating, Baungon, Bukidnon. The study involved eighty heterogenous pupils, with forty exposed to the reading-aloud strategy and forty to the conventional non-reading-aloud strategy. Results indicate that the storytelling aloud strategy significantly enhanced kindergarteners' reading comprehension, suggesting its potential as an intervention in early childhood education. While both groups showed similar academic performance, the storytelling group displayed slightly higher grades. Recommendations include incorporating storytelling into the classroom routine, utilizing non-storytelling strategies like games, providing more reading material, and implementing storytelling across various subjects. This research underscores the importance of interactive Read-Aloud sessions in fostering reading skills among kindergarten pupils, emphasizing the need for diverse strategies to enhance learning outcomes in early education settings.
