📄 Abstract
Strong reading comprehension is fundamental to academic achievement; however, many fourth-grade students encounter challenges progressing beyond basic word decoding to more advanced narrative analysis. This study examined the impact of a "Story Retell Wheel," an interactive, hands-on visual graphic organizer, on the reading comprehension abilities of young learners with identified literacy difficulties. This study used the quantitative method of research with the pre-experimental method of research using the one group pretest and posttest design. This study was done to a group of 22 Grade 4 kids of Cacapasan Elementary School chosen through purposive sampling based on observed reading gaps in the classroom. During a six-week intervention, participants used the tactile wheel to physically arrange and map essential story components like characters, settings, plot tensions and resolutions. The students were offered validated pretests and posttests to get data on four particular literacy indicators: identifying main concepts, sequencing events, making conclusions, and retelling orally. A paired samples t-test showed that the gains in all the abilities assessed were statistically significant ((t = -23.000, p < 0.01\)). This resulted in the group’s descriptive reading proficiency rating changing from Average to High. The most substantial gains were in event sequencing and inferential thinking, with identical mean differences of -1.05 for both measures. Thus, focused visual scaffolding can have a major effect on comprehension of higher-order cognition. In addition, a high positive connection (\(p < 0.01\)) was observed between detailed retelling skills and total comprehension scores. Based on these results, the study recommends adding this multi-sensory tool to basic school language arts curricula and remedial reading programs. Additionally, school administrators should plan professional development seminars for teachers to ensure that this tactical reading technique is used effectively and long-term in elementary classes.
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📚 How to Cite:
Nanet A. Constante , UTILIZATION OF A STORY RETELL WHEEL INTERVENTION IN THE READING COMPREHENSION SKILLS OF GRADE 4 PUPILS , Volume 12 , Issue 7, July 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 652 - 658 ,