SLT_p082-87_PF The Story telling curriculum copy (original) (raw)
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The Welsh Government's commitment to the United Nations Convention on the Rights of the Child (UNCRC) and pupil voice has implications for curriculum practices. This paper reports on the impact on children's lit eracy development of the Storytelling Curriculum that privileges children's voices (ages six to seven) and encourages them to become authors by dic tating their stories to adults. In contrast to recommended practice, no formal teaching of literacy was carried out. After two terms children in Year 2 had moved to independent narrative writing, achieving high levels at the end of Key Stage 1 in writing and oracy. In addition, results on standardized reading tests showed gains of between one year and three years six months for the majority of the class. This case study analyzed children's writing and transcribed interviews with staff and children. We argue that the Storytelling Curriculum is a counterdiscourse to current thinking on how to teach literacy with the potential to impact positively on pupil outcomes and support the development of pupil voice.
Early Reading through Storytelling Activities
The Journal of English Studies, 2020
Storytelling has been a part of children’s life. They loved being told as well as telling a story. Being told a story made them see what has been read, and telling a story made them talk as they spoke it out. As the children learn a language, story is one effective way for them to learn a language. This study is aimed to find out to what extent storytelling could help young children with their early reading comprehension in terms of story-retell. One class in one national plus school has been the setting of the study with 13 students as the subjects. A mix method was implemented through a classroom action research design. This study came up with a significant result that storytelling activities have been effective ways to increase young children’s retell fluency, both in content and fluency. The help of pictures, cue cards, and flashcards has been very efficient in helping young children to have a better comprehension in their early reading. These teaching aids had also been able to...
Assessing storytelling as a tool for improving reading comprehension in the EFL primary classroom
English Teaching: Practice & Critique, 2020
Purpose This paper aims to explore the effect of storytelling in helping children read and comprehend English in primary schools. Design/methodology/approach The study includes 44 eight-year-old students, being divided into two equal groups. They are Catalan/Spanish native speakers, and their English level is pre-A1 (CEFR). The two groups studied the same topic with similar vocabulary and grammatical structures; however, only the experimental group learnt with storytelling. A pre-test, a post-test and exercises were implemented and analyzed by using the Mann–Whitney test, the Wilcoxon signed rank test and the general linear model to verify the effect of storytelling, the impact of time and the interaction between time and storytelling. Findings The findings show that storytelling helps children remember, understand and use the vocabulary of a certain topic and a specific grammatical structure, which are compatible with the vocabulary and the structure in a given story. It also suppo...
Storytelling Aloud Strategy: Effects on Pupils’ Reading Comprehension Skill
Psychology and Education: A Multidisciplinary Journal, 2024
The COVID-19 pandemic has significantly impacted education, particularly in the area of reading skills among young learners. This quasi-experimental study investigates interactive Read-Aloud sessions' effectiveness in improving kindergarten pupils' reading comprehension skills (ages 5-6) at Lingating Integrated School, Lingating, Baungon, Bukidnon. The study involved eighty heterogenous pupils, with forty exposed to the reading-aloud strategy and forty to the conventional non-reading-aloud strategy. Results indicate that the storytelling aloud strategy significantly enhanced kindergarteners' reading comprehension, suggesting its potential as an intervention in early childhood education. While both groups showed similar academic performance, the storytelling group displayed slightly higher grades. Recommendations include incorporating storytelling into the classroom routine, utilizing non-storytelling strategies like games, providing more reading material, and implementing storytelling across various subjects. This research underscores the importance of interactive Read-Aloud sessions in fostering reading skills among kindergarten pupils, emphasizing the need for diverse strategies to enhance learning outcomes in early education settings.
Effectiveness of Storytelling to Improve with Descriptive Text of Students’ Reading Achievement
Global Expert: Jurnal Bahasa dan Sastra
Storytelling is the process of someone conveying and receiving a story through various media, such as words, pictures or sound. Therefore, it can be said that storytelling can improve students' reading skills. This study aims to examine whether the story telling learning method is effective in improving students' reading skills. Researchers conducted research at SMP Negeri 3 Palembang Class VII.10 with a total of 31 students. Using pre-test and post-test designs as pre-experimental procedures, data collection techniques used in this study were pre-test and post-test. Then the data was tested with a normality test of 0.00 less than 0.05 (0.00 <0.05). Then all pre and post test data are normally distributed. From the results of the analysis of single paired t-test data, it can be seen that the results of the t-analysis obtained -7,803 df 30 significance value for the control group 0.000 H0 was rejected He was accepted, t was obtained for the experimental group -14.351 df 30...
Making Stories, Making Sense. Reading Education Report No. 14
1980
Three characteristics of school writing activities that aay make it difficult for students to learn to write with skill and enthusiasm are identified in this paper. They are: the solitary nature of most writing tasks, a lopsided emphasis on low-level details of text such as grammar and spelling, and the isolation *f writing from reading in the classroom. The paper describes a set of educational devices that attempt to change these aspects of writing instruction: the Story Maker, based on the notion of story trees with which children coapose stories by making choices among story segments: and the Pre-Fab Story Maker and the Story Maker Maker, which allow children more creative input into the stcry-making process. These three tools are described both as suggestions to teachers for innovative classroom language activities and as concrete examples of the implications of tilt theoretical framework developed in the paper. Reaction to the story aaker from a teacher's perspective and the author's response to that reaction are included.
Promoting Reading Through the Storytelling Activities
Us-China Foreign Language, 2018
Reading is a quite important skill for the growth of our society. There is a strong connection between reading and getting aware of and participating in the culture. Strong readers have the capacity to interact more effectively with both cultural and social dimensions in the world they live in. Moreover, acquiring skills which enable people to be conscious world citizens is strictly connected to reading, knowing, and learning. For this reason, it is so important that children acquire this power, otherwise it will get lost. Unfortunately, reading is neither common nor pleasant any more. All over the world, there is a severe crisis in the reading skill itself. Both students and adults know it very well even if they are often interested in different things. The massive use of media, such as TV before and the NET nowadays, has been detaching people from reading, both books and newspapers. In order to raise curiosity and interest, educational non-formal methods at school such as storytel...
Literacy learning and pedagogical purpose in Vivian Paley’s ‘storytelling curriculum’
Journal of Early Childhood Literacy, 2005
Vivian Gussin Paley’s ‘storytelling curriculum’ consists of two interdependent activities, dictation and dramatization. It has long been recognized for its impact on young children’s psychosocial, language, and narrative development. As a result of the Bush administration’s educational polices, holistic, play-based curricula like storytelling are rapidly being replaced in early childhood classrooms across America by curricula aimed at specific sub-skills of the reading and writing process. This article provides a structural analysis of what happens when children dictate and dramatize original stories in the pre-kindergarten and kindergarten classroom. It highlights the opportunities for literacy learning around specific literacy sub-skills that are available in this holistic, play-based activity as well as the teacher’s role in the process. It also looks at the storytelling curriculum’s relationship to the goals of a ‘balanced’ approach to early literacy instruction, including oral ...