Story Matters

Laminack, Lester L.

doi:10.1002/trtr.1509

Cited by 4 publications

(2 citation statements)

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“…Children make sense of their world and feed their imagination through stories (Laminack, 2016 ; Simpson, 2016 ). There is also a distinction between reading a story, being read to and telling your own story.…”

Section: Insightsmentioning

confidence: 99%

The use of story to teach religious education in the early years of primary school: a systematic review of the literature

2021

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This systematic quantitative literature review explores the use of story in early childhood religious education to inform the research question “What are the pedagogical benefits of using story in religious education in the early years of primary school?” Searches were conducted across multiple databases and individual journals for publications dated from 1970 to 2019. Literature on the key areas of (1) early childhood, (2) story and (3) religious education were analysed to understand their unique perspectives and ways they overlap and connect, with an emphasis on seeking literature which connected all three areas. The study revealed the areas of religious education, the use of story and the field of early childhood as three distinct areas of research with connection points, and gaps in the literature connecting the pedagogical use of story for religious education in early primary education. The literature identifies the use of story as effectively engaging and connecting children to religious education in a pedagogically appropriate way for the early childhood age group. Further to this, benefits were found not only in faith development and biblical literacy, but also in learning, literacy development, empathy, and engagement with differing worldviews. The Australian context was a focus of the literature review providing insight for religious education in Christian schools which may be applied to other contexts in public schools, or internationally.

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Section: Insightsmentioning

confidence: 99%

The use of story to teach religious education in the early years of primary school: a systematic review of the literature

2021

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“…Questions beginning with what, where, and why can encourage students to express their own thoughts rather than regurgitate one precise answer (Johnston, 2015;Laminack, 2019;Lane & Wright, 2007). "What did you think?"…”

Section: Make It Interactivementioning

confidence: 99%

Teacher Read-Alouds: More Than Just Story Time

Hoppe

2022

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Read-alouds not only reinforce story time traditions but also hold significant educational value when used strategically. Reading aloud benefits all students, no matter the grade or achievement level. This article explores a number of research-based academic benefits of reading aloud in K-12 classrooms. The author shares practical tips for prioritizing read-aloud time, selecting appropriate text, modeling various reading strategies, making read-alouds interactive, and promoting vocabulary and language development. The author provides a list of current, award-winning K-12 picture books and chapter books to elevate classroom read-aloud experiences.

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