PSS (Picture Story Sequencing): A Reading Strategy in Improving the Oral Reading and Comprehension Skills of Grade Three Learners

Abstract

This qualitative action research study explored the experiences of both learners and the teacher-researcher in using Picture Story Sequencing (PSS) to improve the oral reading and comprehension skills of eight Grade Three learners at Naisud Central School during the School Year 2023–2024. The participating students were specifically identified as being at the transitioning level of reading proficiency, while the single teacher-researcher provided reflective insights on the implementation of the intervention. Data were gathered through learners' and teacher's journals, observation checklists, and written responses to open-ended interview guide questions, which were then analyzed using thematic analysis. The results revealed that PSS is an effective strategy for enhancing both oral reading and comprehension skills by providing visual scaffolding that helps learners construct meaning from images before engaging with text. Furthermore, the intervention improved the students' understanding of sequencing and story structure, enhanced their oral reading fluency through verbal expression, and increased their overall engagement, motivation, and confidence. Ultimately, these positive outcomes created a more inclusive and interactive learning environment, leading to the conclusion that Picture Story Sequencing is a valuable and practical reading intervention for improving literacy skills among young learners, particularly those with diverse learning needs.