ZHEYUN ZHENG,GENXI WANG,YU CHENG SHEN
DOI: https://doi.org/This study examines the impact of interactive teaching methods utilizing picture storybooks on reading comprehension among young children. An experimental design compares an interactive teaching group with a conventional storytelling control group, involving 32 kindergarteners aged five to six in Hualien City, Taiwan. Pre- and post-test assessments, alongside observational data, reveal significant improvements in reading attitudes, book concepts, and story comprehension within the experimental group. Statistical analysis confirms the efficacy of interactive strategies, despite a small sample size. Findings suggest that integrating interactive teaching with storybooks fosters early reading interest and comprehension, laying a foundation for future literacy development.
