Multimodal Storytelling and Vocabulary Readiness among Grade 1 Learners

Abstract

This study examined how multimodal storytelling was associated with vocabulary readiness among Grade 1 learners at Tubo Elementary School in the City of Ilagan, Isabela. A cross-sectional ecological association design was employed to document storytelling practices within regular English lessons without manipulating classroom conditions. Data were gathered using the Multimodal Storytelling Observation Scale and the Grade 1 Vocabulary Readiness Assessment, both of which demonstrated strong content validity and internal consistency. Descriptive statistics, Spearman’s rank-order correlation, and quantile regression with bootstrap confidence intervals were used to analyze the data. Findings showed that multimodal storytelling was practiced at a high level, with oral narration, visual representations, gestures, and guided interaction as its most evident features. Vocabulary readiness was generally developing, with learners performing better in receptive word recognition and picture-word association than in word recall and independent oral use. Overall multimodal storytelling was significantly and positively associated with vocabulary readiness. Guided interaction showed the strongest relationship among the storytelling dimensions. Quantile regression further revealed that multimodal storytelling had its greatest association with learners at the lower end of the vocabulary distribution, while its influence became weaker among learners with higher readiness levels. The results indicated that multimodal storytelling was particularly valuable for learners who needed greater language support. Structured questioning, repeated exposure, visual and gestural cues, oral practice, and differentiated follow-up activities were recommended to strengthen vocabulary learning in Grade 1 English classrooms.