Abstract

Understanding a narrative requires readers to connect its setting, characters, plot, narrator's perspective, and theme through textual evidence. This manuscript developed a contextualized story-mapping intervention for Grade 6 English learners at San Jose Integrated School, Santiago City, aligned with the revised MATATAG curriculum. A quantitative one-group pretest–posttest design was specified, including a 25-item assessment with five equally weighted story-element domains and eight instructional sessions across four weeks. Because no authentic learner responses or institutional approvals were available, the results used 30 reproducible synthetic profiles exclusively to demonstrate coherent statistical reporting. In these records, the mean rose from 11.83 to 17.77 out of 25, yielding a paired gain of 5.93 points, t(29) = 8.71, p < .001. Point of view and theme remained relatively challenging in the posttest. Recent research supports explicit narrative instruction, visual organizers, and culturally meaningful texts while emphasizing the need to test generalization. A comparison group and delayed assessment are recommended for stronger evidence. The manuscript therefore provides a transparent methodological foundation.