• Cindy Q. Invento

  Author

• Cristie Ann L. Jaca

  Author

This study presented the use of adaptive storytelling as a teaching strategy in a reading class to learners with Specific Learning Disability. The study was conducted at one of the elementary schools in Williston, North Dakota, USA, school year 2020-2021. The participants of this study were Grade 4 learners with Specific Learning Disability. The study collected data about the learners’ oral reading profile, learners’ performance on the pretest and the post-test, learners’ feelings in the reading class, and learners’ behavior during the reading class. During the implementation of the study, lesson plans were presented with a lesson plan that does not use adaptive storytelling as a teaching strategy to the control group while the lesson plan that was using adaptive storytelling as a teaching strategy was presented to the experimental group. Five lessons were presented to each reading class. With the gathered data, the study determined the significant relationship between the reading profile and behavior during reading class as well as it determined the significant difference between the pretest and the post-test scores in reading. The findings show the need for an action plan to use an adaptive storytelling as a teaching strategy with specific objectives that has to be implemented in a one on one setting for students to improve their reading behaviors and achieve a more interactive reading sessions.

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