Effects of Story Reading on Language

Abstract

This article reports the results of an experimental investigation of the effects of a systematic, story‐reading‐aloud program on some language variables in 222 preschool and first‐grade children. They were randomly assigned to 3 groups: 2 experimental and 1 control. The program was carried out by the parents, at home, for the children in the Home‐Based Experimental group and by the teacher, at school, for the School‐Based Experimental children. I assessed the effects of the programs both on language comprehension (the understanding of syntactic structures and story comprehension) and on expressive language (syntactic structures and sentence repetition). Results indicated that both preschool and first‐grade children significantly increased their language comprehension and expression when listening to stories read aloud, either at home or at school. The program is discussed in terms of its usefulness in language stimulation and as an instrument for prevention of language difficulties.

The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage students

“…The findings of this study concur with the results of the studies conducted by Elley (1991), Meyer (1995), Vivas (1996), Amer (1997), Troustle and Hicks (1998), Blaisdell et al (1999) and Mckeown (1999), Bartolomei (2000), Jacobs et al (2000), Walker (2001), Campbell (2001) and McCarthy et al (2001). All of these studies showed that using storytelling aloud in English language instruction has positive effects that helped students improve their language skills.…”

“…The read-to students used visual imagery to create scenes and characters, while the others tended to regurgitate what they had viewed on the screen whether it was image created in their mind or not. Vivas (1996) studied the effect of systematic storytelling aloud on language comprehension and language production of pre-school and first grade children. The findings of the study showed that listening to stories read aloud helps students develop the habit of listening and at the same time gives them specific training in comprehension through exposure to the interesting and meaningful content of the stories.…”

The influence of storybook reading on language development

“…In many of the studies on early language development, storybook reading is seen to play an important role in language development and emergent literacy in the home (Butler & Clay 1987;Chomsky 1972;Heath 1982;Morrow 1988;Ninio 1983;Ninio & Bruner 1978;Vivas 1996;Wells 1986). These joint book-reading sessions often occur in the laps of caring adults.…”

The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension

“…The research study conducted by Vivas (1996) revealed that children improved their listening skills as they were exposed to read-aloud stories which in turn enhanced their reading comprehension skills.…”