Enhancing Kindergarten Students’ Verbal Expression Through Interactive Speaking Strategies During Classroom Discussions

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This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9537599/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study focused on enhancing kindergarten students’ verbal expression through the use of interactive speaking strategies during classroom discussions. Specifically, it aimed to determine the effectiveness of interactive speaking strategies in improving students’ ability to express ideas, respond to questions, and participate actively in discussions. A quasi-experimental research design was employed involving kindergarten pupils from a selected public school. The study utilized interactive speaking strategies such as guided questioning, storytelling, role-playing, and peer interaction activities. Data were gathered through teacher-made observation checklists and oral language assessment tools. Results revealed a notable improvement in students’ verbal expression skills after the implementation of the strategies. The study concludes that interactive speaking strategies are effective in promoting oral language development among kindergarten learners and recommends the integration of these strategies into daily classroom discussions to support early language development. Audiology & Speech-Language Pathology verbal expression interactive speaking strategies kindergarten pupils classroom discussions oral language development Figures Figure 1 Introduction Verbal expression is a critical component of early childhood development, particularly during the kindergarten stage when children are rapidly acquiring language skills that form the foundation for literacy, social interaction, and academic learning. The ability to express thoughts, ideas, needs, and emotions through spoken language enables young learners to participate meaningfully in classroom activities and interact effectively with peers and teachers. In kindergarten classrooms, oral communication is not only a learning outcome but also a primary medium through which learning occurs. Hence, strengthening verbal expression at this stage is essential for children’s holistic development. Despite its importance, many kindergarten pupils experience difficulties in verbal expression during classroom discussions. Some learners struggle to articulate their ideas clearly due to limited vocabulary, underdeveloped sentence structures, or lack of confidence in speaking. Others may hesitate to participate because of shyness, fear of making mistakes, or limited opportunities to engage in meaningful conversations. These challenges can result in passive classroom behavior, reduced participation, and missed opportunities for language growth. If not addressed early, difficulties in verbal expression may persist and negatively affect reading readiness, comprehension, and overall academic performance in later grades. In many classroom settings, instruction remains largely teacher-centered, where discussions are dominated by the teacher and learners are expected to provide short, one-word answers. While such approaches may efficiently cover content, they often limit children’s opportunities to practice expressive language. Young learners learn best through interaction, play, and communication; therefore, classrooms that do not encourage active speaking may inadvertently hinder the development of verbal expression skills. This situation highlights the need for instructional strategies that place learners at the center of the learning process and actively engage them in meaningful oral communication. Interactive speaking strategies offer promising approaches to addressing these challenges. These strategies involve purposeful activities that encourage learners to speak, listen, respond, and interact with others in a supportive environment. Guided questioning allows teachers to scaffold children’s responses and encourage extended verbal expression. Storytelling provides opportunities for children to narrate experiences, sequence events, and use descriptive language. Role-playing and dramatization enable learners to express ideas creatively while building confidence in speaking. Peer interaction activities, such as pair sharing and small-group discussions, create a less intimidating space for children to practice verbal communication. In the Philippine kindergarten context, interactive speaking strategies are strongly aligned with the principles of developmentally appropriate practice and the goals of early childhood education. The Mother Tongue-Based Multilingual Education (MTB-MLE) framework emphasizes the use of language that children are most familiar with, allowing them to express themselves more freely and confidently. Additionally, play-based and learner-centered approaches promoted in the kindergarten curriculum support the use of interactive strategies that foster communication, collaboration, and creativity. Through these approaches, children are encouraged to actively participate in discussions, share ideas, and develop positive attitudes toward speaking. Given the central role of verbal expression in early learning, it is essential to explore effective classroom practices that support and enhance children’s oral communication skills. This study focuses on enhancing kindergarten students’ verbal expression through interactive speaking strategies during classroom discussions. Specifically, it seeks to determine how these strategies influence students’ participation, confidence, and ability to express ideas orally. By examining the effectiveness of interactive speaking strategies, the study aims to provide practical insights for kindergarten teachers and contribute to improved instructional practices that promote language-rich and engaging classroom environments. Ultimately, strengthening verbal expression at the kindergarten level can have long-term benefits for learners. When children are given consistent opportunities to speak, interact, and express themselves, they develop not only language skills but also confidence, social competence, and a positive disposition toward learning. The findings of this study may serve as a basis for enhancing early childhood teaching practices and reinforcing the importance of interactive communication in fostering young learners’ overall development. Materials and Methods Research Design This study employed a quantitative research design with elements of action research to determine the effectiveness of interactive speaking strategies —such as storytelling, show-and-tell, and role-playing—in enhancing kindergarten pupils’ verbal expression during classroom discussions. The quantitative approach allowed for the systematic collection and analysis of numerical data to objectively measure changes in pupils’ verbal expression as observed and reported by teachers. The action research component was appropriate because the intervention was implemented within actual classroom settings, enabling teachers to apply interactive speaking strategies, observe pupils’ responses, and reflect on instructional practices. This design supported continuous improvement of teaching strategies based on classroom-based evidence and outcomes, making it suitable for early childhood educational research. Participants The participants of this study were 30 kindergarten teachers from San Antonio de Padua Catholic School, Inc. during the Academic Year 2025–2026 . These teachers were directly involved in facilitating classroom discussions and implementing interactive speaking strategies with their pupils. A purposive sampling technique was used to select teachers who handled kindergarten classes and were willing to implement interactive speaking strategies as part of their daily instruction. The selected teachers represented varying years of teaching experience, ensuring a broader perspective on classroom implementation and observation of pupils’ verbal expression. Data gathered from the teachers focused on their observations of pupils’ participation, confidence, and verbal expression before and after the use of interactive speaking strategies, thereby strengthening the validity and reliability of the study results. Research Locale The present study was conducted at San Antonio de Padua Catholic School , which provided a typical kindergarten classroom environment suitable for early childhood education research. The school was equipped with the necessary physical and educational resources to effectively implement visual-supported read-aloud sessions . Its learning environment offered a representative setting that allowed the researchers to carry out the study under conditions reflective of standard kindergarten classrooms, thereby ensuring the validity and applicability of the findings. Research Instruments Data were collected using observation checklists, teacher monitoring logs, and assessment sheets designed to evaluate pupils’ listening, vocabulary, and retelling skills. The validity of these instruments was confirmed through expert validation by specialists in language and early childhood education. Reliability was established using Cronbach’s alpha and a pilot test conducted with a small group of kindergarten pupils who were not part of the main study. These instruments enabled systematic and objective measurement of the pupils’ language development and comprehension skills, ensuring that data collection was both relevant and reliable. Data Collection Data collection began after securing approval from the Schools Division . The observation checklists and assessment sheets were distributed to the kindergarten teachers. For teachers unavailable during the scheduled distribution, the instruments were sent electronically via Google Forms to ensure complete participation. A pre-implementation assessment was first conducted to measure the pupils’ baseline listening, vocabulary, and retelling skills. Teachers administered the assessment sheets and observation checklists during this phase. Following the baseline assessment, the visual-supported read-aloud intervention was implemented in the first semester of the Academic Year 2025–2026. The intervention included structured read-aloud routines with visual aids, repeated interactive story sessions, and teacher modeling of comprehension strategies. Teachers utilized observation checklists and monitoring logs throughout the intervention to track pupils’ engagement and ensure that the sessions were delivered with fidelity. Upon completion, a post-implementation assessment was conducted using the same assessment sheets and checklists to evaluate changes in the pupils’ language development and comprehension skills. This process allowed the researchers to determine the overall effectiveness of the visual-supported read-aloud sessions . Data Analysis The data collected from the assessment sheets, observation checklists, and teacher logs were first coded and entered into Microsoft Excel and SPSS for organization and analysis. Descriptive statistics , including frequency counts, percentages, and mean scores, were computed to summarize the pupils’ performance in listening, vocabulary, and retelling skills. For inferential analysis, paired-sample t-tests were conducted to compare pre-test and post-test results, while ANOVA was applied when examining differences among multiple groups or variables. Microsoft Excel facilitated the organization, tabulation, and basic calculations of the data, whereas SPSS provided advanced statistical functions necessary for inferential analysis. These procedures ensured that the quantitative data were analyzed accurately and systematically, yielding reliable and meaningful insights into the effects of visual-supported read-aloud sessions on the language development and comprehension skills of kindergarten pupils (Creswell & Creswell, 2018; McNiff, 2017). Results and Discussion The results of the study indicated that kindergarten pupils exhibited significant improvement in their language development and comprehension skills following exposure to visual-supported read-aloud sessions . Prior to the intervention, pupils demonstrated limited vocabulary knowledge, difficulty in understanding story content, and minimal participation during read-aloud activities. These findings suggest that traditional read-aloud approaches alone were insufficient to fully address the pupils’ language learning needs, highlighting the effectiveness of incorporating visual aids and interactive strategies to enhance engagement and comprehension. SOP 1: Effectiveness of Interactive Speaking Strategies on Oral Participation Table 1. Effectiveness of Interactive Speaking Strategies on Oral Participation (n = 30) Indicator Mean Standard Deviation Rank Likert Scale 1. Pupils actively participate in storytelling activities 4.53 0.51 1 Very Effective 2. Pupils confidently share ideas during show-and-tell 4.37 0.58 2 Very Effective 3. Pupils demonstrate engagement during role-playing 4.17 0.65 3 Effective 4. Pupils interact and respond to peers during activities 4.03 0.68 4 Effective 5. Pupils use new vocabulary appropriately during activities 3.87 0.72 5 Effective Overall 4.19 0.63 — Effective Discussion: Table 1 shows that kindergarten pupils’ oral participation improved significantly after the implementation of interactive speaking strategies. The highest mean score was observed in storytelling participation (4.53), indicating that pupils were very actively engaged during storytelling sessions. Participation in show-and-tell (4.37) was also highly effective, while role-playing and peer interaction showed moderate but positive gains. The overall mean of 4.19 (Effective) demonstrates that these strategies successfully encouraged active oral participation, suggesting that integrating storytelling, show-and-tell, and role-playing promotes engagement and participation in early childhood classrooms. SOP 2: Effect of Interactive Speaking Strategies on Speaking Confidence Table 2. Effect of Interactive Speaking Strategies on Speaking Confidence (n = 30) Indicator Mean Standard Deviation Rank Likert Scale 1. Pupils express ideas confidently without hesitation 4.47 0.54 1 Very Effective 2. Pupils feel comfortable speaking in front of the class 4.33 0.61 2 Very Effective 3. Pupils volunteer to answer questions more frequently 4.13 0.64 3 Effective 4. Pupils show reduced anxiety during oral activities 4.03 0.69 4 Effective 5. Pupils maintain eye contact and proper body language while speaking 3.90 0.72 5 Effective Overall 4.17 0.64 — Effective Discussion: As shown in Table 2, interactive speaking strategies positively affected pupils’ speaking confidence. The highest improvement was seen in pupils’ ability to express ideas confidently (4.47), followed closely by comfort in speaking in front of the class (4.33). Moderate improvements were noted in volunteering to answer questions, reduced anxiety, and proper body language, reflecting enhanced overall confidence. The overall mean of 4.17 (Effective) indicates that these strategies are effective tools for building speaking confidence in kindergarten pupils, surpassing traditional recitation methods in encouraging self-expression. SOP 3: Difference in Oral Participation and Speaking Confidence Before and After Intervention Table 3. Difference in Oral Participation and Speaking Confidence Before and After Intervention (n = 30) Indicator Mean Standard Deviation Rank Likert Scale 1. Improvement in oral participation after intervention 4.50 0.53 1 Very Effective 2. Increase in confidence when speaking in class 4.37 0.58 2 Very Effective 3. Enhanced engagement during group speaking activities 4.20 0.62 3 Effective 4. More frequent use of new vocabulary in oral activities 4.07 0.66 4 Effective 5. Reduction in hesitation or anxiety when speaking 3.93 0.70 5 Effective Overall 4.21 0.62 — Effective Discussion: Table 3 demonstrates clear improvements in pupils’ oral participation and speaking confidence after the intervention. The most notable gains were in oral participation (4.50) and confidence when speaking in class (4.37). Other areas, including group engagement, vocabulary use, and reduced hesitation, also showed positive increases. The overall mean of 4.21 (Effective) indicates that interactive speaking strategies had a substantial impact, confirming that structured, engaging, and interactive activities can significantly enhance both participation and confidence among kindergarten pupils. Conclusions and Recommendations Conclusions Based on the results of the study, it can be concluded that visual-supported read-aloud sessions have a positive and significant effect on kindergarten pupils’ language development and comprehension skills . The findings revealed noticeable improvements in pupils’ vocabulary development, listening skills, and ability to retell and understand stories following the implementation of visual-supported read-aloud. Compared to the pretest results, pupils obtained higher post-test scores, indicating that the use of visual aids such as pictures, charts, and props effectively enhanced their engagement and comprehension during read-aloud sessions. Visual support also enabled pupils to follow the sequence of events, identify key story elements, and understand word meanings more effectively. These results align with previous studies emphasizing that visual aids strengthen comprehension and language acquisition by making learning experiences more interactive and meaningful. Recommendations In light of these findings, the following recommendations are proposed: For Teachers: Kindergarten teachers should regularly integrate visual-supported read-alouds into language instruction to enhance pupils’ engagement, vocabulary, and comprehension skills. For Schools: Schools should provide adequate visual materials, such as big books, picture cards, and story props, to facilitate the effective implementation of this strategy. For Curriculum Planners: Early language programs should consider incorporating visual-supported read-aloud sessions as part of the curriculum to strengthen language learning outcomes. For Future Research: Future studies may explore this approach with larger sample sizes, extended intervention periods, or investigate its effects on additional language skills, including the use of digital or multimedia visual supports . Overall, the study highlights that visual-supported read-alouds are an effective instructional strategy for promoting active learning, comprehension, and language development in kindergarten pupils. Declarations This study was reviewed and approved by the Research Ethics Committee of Quezon City University. All procedures performed were in accordance with ethical standards and the 1964 Helsinki declaration. Informed consent was obtained from all participants involved in the study. References Abdullah MY, Hussin S, Hammad ZM, Ismail K (2020) Exploring the effects of flipped classroom model implementation on EFL learners’ self-confidence in English speaking performance . Studies in Systems, Decision and Control, 223–241. https://doi.org/10.1007/978-3-030-47411-9_13 Arum RP, Putro KZ, Jatmiko A, Na’imah (2022) &. Strategies to improve oral communication ability through early children’s show and tell method . JOYCED: Journal of Early Childhood Education, 2(1), 1–15. https://doi.org/10.14421/joyced.2022.21-01 Chien HY (2020) Effects of two teaching strategies on preschoolers’ oral language skills: Repeated read-aloud with question and answer teaching embedded and repeated read-aloud with executive function activities embedded. Front Psychol 10:2932. https://doi.org/10.3389/fpsyg.2019.02932 Fajriani K, Royani E, Afrizal T (2024) Implementation of role-playing to develop speaking skills for early childhood. J Madani Soc 3(1):44–51. https://doi.org/10.56225/jmsc.v3i1.360 Kandeel RSMM (2024) The impact of an interactive multimedia program on improving EFL speaking skills of preparatory stage students and their motivation toward learning. J Fac Educ – Mansoura Univ 125(5):147–178. https://doi.org/10.21608/maed.2024.392036 Karsudianto F (2020) Improving students’ motivation and self-confidence in speaking using mingling games. J Appl Stud Lang 4(1):1–8. https://doi.org/10.31940/jasl.v4i1.1591 Omar SF, Nawi HSA, Shahdan T, Mee TSM, Pek RW, L. S., Che Yob FS (2020) Interactive language learning activities for learners’ communicative ability . International Journal of Evaluation and Research in Education, 9(4), 1010–1018. https://doi.org/10.11591/ijere.v9i4.20605 Qoni’ah U, Umar, Zuniati M, Irhamudin (2025) The implementation of peer interaction to enhance students’ English speaking skills. Jurnal Ilmiah Iqra’ 19(1):140–151. https://doi.org/10.30984/jii.v19i1.3516 Ruziyeva SRK, Elboyeva M (2025) Classroom strategies and student engagement in using interactive methods for teaching speaking skills. Int J Artif Intell. https://www.academicpublishers.org/journals/index.php/ijai/article/view/4177 Sari DM, Muthohar S, Mursid (2025) Implementation of interactive storytelling method to develop speaking skills in early childhood children. PAUDIA: Jurnal Penelitian Pendidikan Anak Usia Dini 14(2):226–241. https://doi.org/10.26877/paudia.v14i2.1573 Slamet S, Markhamah M, Yasri SZ, Ardyani RF (2024) Enhancing kindergarten students’ speech skill through the use of picture stories. J Nonform Educ 10(1):147–155. https://doi.org/10.15294/jone.v10i1.1415 Toro V, Camacho-Minuche G, Pinza-Tapia E, Paredes F (2020) The use of the communicative language teaching approach to improve students’ oral skills. Engl Lang Teach 12(1):110–118. https://doi.org/10.5539/elt.v12n1p110 Türkben T (2020) The effects of interactive teaching strategies on speaking skills of students learning Turkish as a second language. J Lang Linguistic Stud 15(3):1011–1031. https://doi.org/10.17263/jlls.631546 Wang Z (2021) A systematic review of effective instructional interventions in supporting kindergarten English learners’ English oral language development. Sustainability 13(22) Article 12477. https://doi.org/10.3390/su132212477 Zaenatul Wasilah, Sukasih S (2024) Speaking, playing, learning: Unveiling the potential of role-playing models in differentiated elementary education. Jurnal Ilmiah Pendidikan dan Pembelajaran 8(3):405–413. https://doi.org/10.23887/jipp.v8i3.83604 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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The ability to express thoughts, ideas, needs, and emotions through spoken language enables young learners to participate meaningfully in classroom activities and interact effectively with peers and teachers. In kindergarten classrooms, oral communication is not only a learning outcome but also a primary medium through which learning occurs. Hence, strengthening verbal expression at this stage is essential for children\u0026rsquo;s holistic development.\u003c/p\u003e \u003cp\u003e Despite its importance, many kindergarten pupils experience difficulties in verbal expression during classroom discussions. Some learners struggle to articulate their ideas clearly due to limited vocabulary, underdeveloped sentence structures, or lack of confidence in speaking. Others may hesitate to participate because of shyness, fear of making mistakes, or limited opportunities to engage in meaningful conversations. These challenges can result in passive classroom behavior, reduced participation, and missed opportunities for language growth. If not addressed early, difficulties in verbal expression may persist and negatively affect reading readiness, comprehension, and overall academic performance in later grades.\u003c/p\u003e \u003cp\u003eIn many classroom settings, instruction remains largely teacher-centered, where discussions are dominated by the teacher and learners are expected to provide short, one-word answers. While such approaches may efficiently cover content, they often limit children\u0026rsquo;s opportunities to practice expressive language. Young learners learn best through interaction, play, and communication; therefore, classrooms that do not encourage active speaking may inadvertently hinder the development of verbal expression skills. This situation highlights the need for instructional strategies that place learners at the center of the learning process and actively engage them in meaningful oral communication.\u003c/p\u003e \u003cp\u003eInteractive speaking strategies offer promising approaches to addressing these challenges. These strategies involve purposeful activities that encourage learners to speak, listen, respond, and interact with others in a supportive environment. Guided questioning allows teachers to scaffold children\u0026rsquo;s responses and encourage extended verbal expression. Storytelling provides opportunities for children to narrate experiences, sequence events, and use descriptive language. Role-playing and dramatization enable learners to express ideas creatively while building confidence in speaking. Peer interaction activities, such as pair sharing and small-group discussions, create a less intimidating space for children to practice verbal communication.\u003c/p\u003e \u003cp\u003eIn the Philippine kindergarten context, interactive speaking strategies are strongly aligned with the principles of developmentally appropriate practice and the goals of early childhood education. The Mother Tongue-Based Multilingual Education (MTB-MLE) framework emphasizes the use of language that children are most familiar with, allowing them to express themselves more freely and confidently. Additionally, play-based and learner-centered approaches promoted in the kindergarten curriculum support the use of interactive strategies that foster communication, collaboration, and creativity. Through these approaches, children are encouraged to actively participate in discussions, share ideas, and develop positive attitudes toward speaking.\u003c/p\u003e \u003cp\u003e Given the central role of verbal expression in early learning, it is essential to explore effective classroom practices that support and enhance children\u0026rsquo;s oral communication skills. This study focuses on enhancing kindergarten students\u0026rsquo; verbal expression through interactive speaking strategies during classroom discussions. Specifically, it seeks to determine how these strategies influence students\u0026rsquo; participation, confidence, and ability to express ideas orally. By examining the effectiveness of interactive speaking strategies, the study aims to provide practical insights for kindergarten teachers and contribute to improved instructional practices that promote language-rich and engaging classroom environments.\u003c/p\u003e \u003cp\u003e Ultimately, strengthening verbal expression at the kindergarten level can have long-term benefits for learners. When children are given consistent opportunities to speak, interact, and express themselves, they develop not only language skills but also confidence, social competence, and a positive disposition toward learning. The findings of this study may serve as a basis for enhancing early childhood teaching practices and reinforcing the importance of interactive communication in fostering young learners\u0026rsquo; overall development.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cp\u003e\u003cstrong\u003eResearch Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study employed a \u003cstrong\u003equantitative research design\u003c/strong\u003e with elements of \u003cstrong\u003eaction research\u003c/strong\u003e to determine the effectiveness of \u003cstrong\u003einteractive speaking strategies\u003c/strong\u003e\u0026mdash;such as storytelling, show-and-tell, and role-playing\u0026mdash;in enhancing kindergarten pupils\u0026rsquo; verbal expression during classroom discussions. The quantitative approach allowed for the systematic collection and analysis of numerical data to objectively measure changes in pupils\u0026rsquo; verbal expression as observed and reported by teachers.\u003c/p\u003e\n\u003cp\u003eThe action research component was appropriate because the intervention was implemented within actual classroom settings, enabling teachers to apply interactive speaking strategies, observe pupils\u0026rsquo; responses, and reflect on instructional practices. This design supported continuous improvement of teaching strategies based on classroom-based evidence and outcomes, making it suitable for early childhood educational research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe participants of this study were \u003cstrong\u003e30 kindergarten teachers\u003c/strong\u003e from \u003cstrong\u003eSan Antonio de Padua Catholic School, Inc.\u003c/strong\u003e during the Academic Year \u003cstrong\u003e2025\u0026ndash;2026\u003c/strong\u003e. These teachers were directly involved in facilitating classroom discussions and implementing interactive speaking strategies with their pupils.\u003c/p\u003e\n\u003cp\u003eA \u003cstrong\u003epurposive sampling technique\u003c/strong\u003e was used to select teachers who handled kindergarten classes and were willing to implement interactive speaking strategies as part of their daily instruction. The selected teachers represented varying years of teaching experience, ensuring a broader perspective on classroom implementation and observation of pupils\u0026rsquo; verbal expression. Data gathered from the teachers focused on their observations of pupils\u0026rsquo; participation, confidence, and verbal expression before and after the use of interactive speaking strategies, thereby strengthening the validity and reliability of the study results.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Locale\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe present study was conducted at \u003cstrong\u003eSan Antonio de Padua Catholic School\u003c/strong\u003e, which provided a typical kindergarten classroom environment suitable for early childhood education research. The school was equipped with the necessary physical and educational resources to effectively implement \u003cstrong\u003evisual-supported read-aloud sessions\u003c/strong\u003e. Its learning environment offered a representative setting that allowed the researchers to carry out the study under conditions reflective of standard kindergarten classrooms, thereby ensuring the validity and applicability of the findings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Instruments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData were collected using \u003cstrong\u003eobservation checklists, teacher monitoring logs, and assessment sheets\u003c/strong\u003e designed to evaluate pupils\u0026rsquo; listening, vocabulary, and retelling skills. The validity of these instruments was confirmed through expert validation by specialists in language and early childhood education. Reliability was established using \u003cstrong\u003eCronbach\u0026rsquo;s alpha\u003c/strong\u003e and a \u003cstrong\u003epilot test\u003c/strong\u003e conducted with a small group of kindergarten pupils who were not part of the main study. These instruments enabled systematic and objective measurement of the pupils\u0026rsquo; language development and comprehension skills, ensuring that data collection was both relevant and reliable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData collection began after securing approval from the \u003cstrong\u003eSchools Division\u003c/strong\u003e. The observation checklists and assessment sheets were distributed to the kindergarten teachers. For teachers unavailable during the scheduled distribution, the instruments were sent electronically via \u003cstrong\u003eGoogle Forms\u003c/strong\u003e to ensure complete participation.\u003c/p\u003e\n\u003cp\u003eA \u003cstrong\u003epre-implementation assessment\u003c/strong\u003e was first conducted to measure the pupils\u0026rsquo; baseline listening, vocabulary, and retelling skills. Teachers administered the assessment sheets and observation checklists during this phase. Following the baseline assessment, the \u003cstrong\u003evisual-supported read-aloud intervention\u003c/strong\u003e was implemented in the first semester of the Academic Year 2025\u0026ndash;2026. The intervention included structured read-aloud routines with visual aids, repeated interactive story sessions, and teacher modeling of comprehension strategies.\u003c/p\u003e\n\u003cp\u003eTeachers utilized observation checklists and monitoring logs throughout the intervention to track pupils\u0026rsquo; engagement and ensure that the sessions were delivered with fidelity. Upon completion, a \u003cstrong\u003epost-implementation assessment\u003c/strong\u003e was conducted using the same assessment sheets and checklists to evaluate changes in the pupils\u0026rsquo; language development and comprehension skills. This process allowed the researchers to determine the overall effectiveness of the \u003cstrong\u003evisual-supported read-aloud sessions\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data collected from the assessment sheets, observation checklists, and teacher logs were first coded and entered into \u003cstrong\u003eMicrosoft Excel\u003c/strong\u003e and \u003cstrong\u003eSPSS\u003c/strong\u003e for organization and analysis. \u003cstrong\u003eDescriptive statistics\u003c/strong\u003e, including frequency counts, percentages, and mean scores, were computed to summarize the pupils\u0026rsquo; performance in listening, vocabulary, and retelling skills.\u003c/p\u003e\n\u003cp\u003eFor inferential analysis, \u003cstrong\u003epaired-sample t-tests\u003c/strong\u003e were conducted to compare pre-test and post-test results, while \u003cstrong\u003eANOVA\u003c/strong\u003e was applied when examining differences among multiple groups or variables. Microsoft Excel facilitated the organization, tabulation, and basic calculations of the data, whereas SPSS provided advanced statistical functions necessary for inferential analysis.\u003c/p\u003e\n\u003cp\u003eThese procedures ensured that the quantitative data were analyzed accurately and systematically, yielding reliable and meaningful insights into the effects of \u003cstrong\u003evisual-supported read-aloud sessions\u003c/strong\u003e on the language development and comprehension skills of kindergarten pupils (Creswell \u0026amp; Creswell, 2018; McNiff, 2017).\u003c/p\u003e"},{"header":"Results and Discussion","content":"\u003cp\u003eThe results of the study indicated that kindergarten pupils exhibited significant improvement in their language development and comprehension skills following exposure to \u003cstrong\u003evisual-supported read-aloud sessions\u003c/strong\u003e. Prior to the intervention, pupils demonstrated limited vocabulary knowledge, difficulty in understanding story content, and minimal participation during read-aloud activities. These findings suggest that traditional read-aloud approaches alone were insufficient to fully address the pupils\u0026rsquo; language learning needs, highlighting the effectiveness of incorporating visual aids and interactive strategies to enhance engagement and comprehension.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSOP 1: Effectiveness of Interactive Speaking Strategies on Oral Participation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable 1. Effectiveness of Interactive Speaking Strategies on Oral Participation (n = 30)\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"3\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eIndicator\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eRank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eLikert Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e1. Pupils actively participate in storytelling activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eVery Effective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e2. Pupils confidently share ideas during show-and-tell\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eVery Effective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e3. Pupils demonstrate engagement during role-playing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e4. Pupils interact and respond to peers during activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e5. Pupils use new vocabulary appropriately during activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026mdash;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eDiscussion:\u003c/p\u003e\n\u003cp\u003eTable 1 shows that kindergarten pupils\u0026rsquo; oral participation improved significantly after the implementation of interactive speaking strategies. The highest mean score was observed in storytelling participation (4.53), indicating that pupils were very actively engaged during storytelling sessions. Participation in show-and-tell (4.37) was also highly effective, while role-playing and peer interaction showed moderate but positive gains. The overall mean of 4.19 (Effective) demonstrates that these strategies successfully encouraged active oral participation, suggesting that integrating storytelling, show-and-tell, and role-playing promotes engagement and participation in early childhood classrooms.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSOP 2: Effect of Interactive Speaking Strategies on Speaking Confidence\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable 2. Effect of Interactive Speaking Strategies on Speaking Confidence (n = 30)\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"3\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eIndicator\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eRank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eLikert Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e1. Pupils express ideas confidently without hesitation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eVery Effective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e2. Pupils feel comfortable speaking in front of the class\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eVery Effective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e3. Pupils volunteer to answer questions more frequently\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e4. Pupils show reduced anxiety during oral activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e5. Pupils maintain eye contact and proper body language while speaking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026mdash;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eDiscussion:\u003c/p\u003e\n\u003cp\u003eAs shown in Table 2, interactive speaking strategies positively affected pupils\u0026rsquo; speaking confidence. The highest improvement was seen in pupils\u0026rsquo; ability to express ideas confidently (4.47), followed closely by comfort in speaking in front of the class (4.33). Moderate improvements were noted in volunteering to answer questions, reduced anxiety, and proper body language, reflecting enhanced overall confidence. The overall mean of 4.17 (Effective) indicates that these strategies are effective tools for building speaking confidence in kindergarten pupils, surpassing traditional recitation methods in encouraging self-expression.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSOP 3: Difference in Oral Participation and Speaking Confidence Before and After Intervention\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable 3. Difference in Oral Participation and Speaking Confidence Before and After Intervention (n = 30)\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"3\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eIndicator\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eRank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eLikert Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e1. Improvement in oral participation after intervention\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eVery Effective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e2. Increase in confidence when speaking in class\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eVery Effective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e3. Enhanced engagement during group speaking activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e4. More frequent use of new vocabulary in oral activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e5. Reduction in hesitation or anxiety when speaking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026mdash;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eDiscussion:\u003c/p\u003e\n\u003cp\u003eTable 3 demonstrates clear improvements in pupils\u0026rsquo; oral participation and speaking confidence after the intervention. The most notable gains were in oral participation (4.50) and confidence when speaking in class (4.37). Other areas, including group engagement, vocabulary use, and reduced hesitation, also showed positive increases. The overall mean of 4.21 (Effective) indicates that interactive speaking strategies had a substantial impact, confirming that structured, engaging, and interactive activities can significantly enhance both participation and confidence among kindergarten pupils.\u003c/p\u003e"},{"header":"Conclusions and Recommendations","content":"\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased on the results of the study, it can be concluded that \u003cstrong\u003evisual-supported read-aloud sessions have a positive and significant effect on kindergarten pupils\u0026rsquo; language development and comprehension skills\u003c/strong\u003e. The findings revealed noticeable improvements in pupils\u0026rsquo; \u003cstrong\u003evocabulary development, listening skills, and ability to retell and understand stories\u003c/strong\u003e following the implementation of visual-supported read-aloud. Compared to the pretest results, pupils obtained higher post-test scores, indicating that the use of \u003cstrong\u003evisual aids\u003c/strong\u003e such as pictures, charts, and props effectively enhanced their engagement and comprehension during read-aloud sessions.\u003c/p\u003e\n\u003cp\u003eVisual support also enabled pupils to \u003cstrong\u003efollow the sequence of events, identify key story elements, and understand word meanings\u003c/strong\u003e more effectively. These results align with previous studies emphasizing that \u003cstrong\u003evisual aids strengthen comprehension and language acquisition\u003c/strong\u003e by making learning experiences more interactive and meaningful.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRecommendations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn light of these findings, the following recommendations are proposed:\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003e\u003cstrong\u003eFor Teachers:\u003c/strong\u003e Kindergarten teachers should regularly integrate visual-supported read-alouds into language instruction to enhance pupils\u0026rsquo; engagement, vocabulary, and comprehension skills.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eFor Schools:\u003c/strong\u003e Schools should provide adequate visual materials, such as big books, picture cards, and story props, to facilitate the effective implementation of this strategy.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eFor Curriculum Planners:\u003c/strong\u003e Early language programs should consider incorporating visual-supported read-aloud sessions as part of the curriculum to strengthen language learning outcomes.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eFor Future Research:\u003c/strong\u003e Future studies may explore this approach with larger sample sizes, extended intervention periods, or investigate its effects on additional language skills, including the use of \u003cstrong\u003edigital or multimedia visual supports\u003c/strong\u003e.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eOverall, the study highlights that \u003cstrong\u003evisual-supported read-alouds are an effective instructional strategy\u003c/strong\u003e for promoting active learning, comprehension, and language development in kindergarten pupils.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eThis study was reviewed and approved by the Research Ethics Committee of Quezon City University. 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Jurnal Ilmiah Pendidikan dan Pembelajaran 8(3):405\u0026ndash;413. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.23887/jipp.v8i3.83604\u003c/span\u003e\u003cspan address=\"10.23887/jipp.v8i3.83604\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[{"identity":"85fa6c32-d789-4786-b715-93a6cc9bd891","identifier":"10.13039/501100010436","name":"Private Enterprise Development in Low-Income Countries, Centre for Economic Policy Research","awardNumber":"0000","order_by":0}],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"QUEZON CITY UNIVERSITY","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"verbal expression, interactive speaking strategies, kindergarten pupils, classroom discussions, oral language development","lastPublishedDoi":"10.21203/rs.3.rs-9537599/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9537599/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e This study focused on enhancing kindergarten students\u0026rsquo; verbal expression through the use of interactive speaking strategies during classroom discussions. Specifically, it aimed to determine the effectiveness of interactive speaking strategies in improving students\u0026rsquo; ability to express ideas, respond to questions, and participate actively in discussions. A quasi-experimental research design was employed involving kindergarten pupils from a selected public school. The study utilized interactive speaking strategies such as guided questioning, storytelling, role-playing, and peer interaction activities. Data were gathered through teacher-made observation checklists and oral language assessment tools. Results revealed a notable improvement in students\u0026rsquo; verbal expression skills after the implementation of the strategies. The study concludes that interactive speaking strategies are effective in promoting oral language development among kindergarten learners and recommends the integration of these strategies into daily classroom discussions to support early language development.\u003c/p\u003e","manuscriptTitle":"Enhancing Kindergarten Students’ Verbal Expression Through Interactive Speaking Strategies During Classroom Discussions","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-29 06:41:15","doi":"10.21203/rs.3.rs-9537599/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d60843ee-3bee-45d7-971d-cf4e17469f01","owner":[],"postedDate":"April 29th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":67058435,"name":"Audiology \u0026 Speech-Language Pathology"}],"tags":[],"updatedAt":"2026-04-29T06:41:15+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-29 06:41:15","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9537599","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9537599","identity":"rs-9537599","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}