<![CDATA[Traditional early literacy instruction often relies on decontextualized letter drilling, failing to foster integrated decoding and semantic comprehension. This study investigated the impact of a scaffolded interactive storytelling intervention on enhancing preschoolers' emergent literacy skills and early vocabulary acquisition. Grounded in a design-based practitioner inquiry framework, the intervention was implemented across two sequential phases with 13 preschoolers aged 5 to 6 years (M = 5.4, SD = 0.38). Data were gathered using a validated observation rubric (CVI = 0.92; k = 0.84) assessing grapheme-phoneme identification, word-picture association, and contextual word comprehension. Wilcoxon Signed-Rank Tests revealed a statistically significant improvement in overall emergent literacy performance from baseline (M = 1.92, SD = 0.81) to Phase II (M = 3.08, SD = 0.86; Z = -3.18, p < 0.001), yielding a large cumulative effect size (r = 0.88). Qualitative classroom observations confirmed a behavioral shift from passive memorization to active dialogic engagement, self-correction, and communicative confidence. Synthesizing Dual Coding Theory and Vygotsky’s Social Constructivism, these findings demonstrate that combining multimodal storybooks with dialogic questioning activates dual verbal and non-verbal cognitive channels, bridging orthographic decoding with semantic mapping. This study provides a theoretically sound, scalable model for reforming early childhood literacy curricula toward interactive, narrative-driven practices.]]>
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