Storytelling Addressing the Literacy Needs of Diverse Learners

Craig, Susan E.; Hull, Kathleen L.; Haggart, Ann G.; Crowder, Elaine

doi:10.1177/004005990103300507

Cited by 33 publications

(22 citation statements)

References 8 publications

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“…We can trigger unrealized senses and powers of imagination that have important effects on our individual and collective lives (Miller and Pennycuff, 2008;Wachtman and Johnson, 2009). In particular, stories can help children to obtain information about human experiences (Carson and Becker, 2003), as well as providing them with opportunities to investigate, analyze and explain the concepts and events that relate to real life (Craig et al, 2001). In this process, they can evaluate themselves holistically and complete themselves in missing points in terms of character.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Students opinions about the effect of value-themed short stories used in education

Kasapoğlu¹

2015

Educ. Res. Rev.

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In order to avoid problems such as lack of confidence, lack of respect, and lack of love, as well as violence within a given social structure, students should be trained not only as academically successful individuals, but also as people who have adopted the core values of the society. To address this need, this study explores the use of short stories, which are thought to be effective for developing awareness of these core values, with a group of Turkish primary students. The students were told stories by the researcher, and their opinions about the effects of these stories were investigated. The research sample consisted of 30 volunteer students from the 6th and 7th grades of an elementary school in Ankara, Turkey. In this study, a qualitative research approach was used. The data were obtained through written and oral statements. The researcher coded the responses as either cognitive or affective through content analysis,. According to the results, 12 gains in the cognitive dimension and 20 gains in the affective dimension were observed via students' assessments of these educational short stories. In light of this data, it can be said that educational short stories may provide a significant contribution to students' cognitive and affective development.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Students opinions about the effect of value-themed short stories used in education

Kasapoğlu¹

2015

Educ. Res. Rev.

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“…Bustamante, (2002) and Peck (1989) advise teachers to encourage learners to write/compose their own stories as before long they will love reading and writing as they copy from the familiar stories. Similarly, storytelling has also been shown to promote reading comprehension and writing (Miller & Pennycuff, 2008;Craig, Hull, Haggart & Crowder, 2001) and enhances expressive and receptive language development (Peck, 1989;Cliatt & Shaw, 1988). This is possible because stories have a structure like that of written text, i.e.…”

Section: Storytelling and Literacy Developmentmentioning

confidence: 99%

Reclaiming the space for storytelling in Ugandan primary schools

Ssentanda

Andema²

2019

PLING

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The purpose of this article is to highlight teachers' beliefs and practices towards storytelling in the mother tongue in Ugandan rural classrooms and the effect this could have on efforts to promote reading, such as the mother-tongue (MT) education programme in Uganda and the African Storybook Project (ASb). The article demonstrates that although there are initiatives to promote storytelling in the mother tongue in Ugandan primary schools to enhance reading and literacy acquisition, teachers are not prepared for the task and, therefore, disregard storytelling in the mother tongue. This disregard of storytelling in the mother tongue stems from the fact that teachers view storytelling as a waste of time, time that can rather be spent on 'real' lesson content. Furthermore, they feel that storytelling adds unnecessary pressure to their already demanding workload. Moreover, learners are not assessed for storytelling at the end of their primary education. In addition, teachers are not trained on how to integrate storytelling in their teaching practices. The article presents classroom-based research which highlights teachers' practices towards storytelling. The article ends with a request for ethnographic fieldwork to educate teachers on the social-cultural values of storytelling beyond learner assessments (among other benefits) and to facilitate teachers on how to integrate stories in the learning process.

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“…Storytelling is a unique method of communication and students express their thoughts and ideas in their own unique ways. As students prepare their stories and go through the writing process, it provides them with opportunities for social interaction and an opportunity for self-expression (Craig et al, 2001). Storytelling is not only used for communication purposes, but storytelling has been used to teach literacy skills, cooperative learning skills, critical thinking, and to build knowledge of different contexts (Mello, 2001).…”

Section: Using Storytelling For Educational Purposesmentioning

confidence: 99%

Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties

Keshta¹

2013

EDU

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This study aimed at investigating the use of storytelling technique in teaching English in Palestinian Public and UNRWA schools from the teachers' perspectives and the difficulties facing the teachers. To achieve the aim of the study, the researcher conducted an interview consisting of five questions. The sample of the study consisted of 60 teachers. The interview was conducted on the sample of the study inquiring about their gender, qualifications (diploma, BA, M.ED), institution (UNRWA, Public schools) and period of teacher's experience (from 1-5 years, from 5-10 years, up to 10 years). The study findings revealed that teachers, regardless the previous variables, don't know the exact definition of the storytelling technique. In addition, they use this technique SOMETIMES. Moreover, most of them see that this technique makes students happy and get them memorize the story being taught. Finally, 90 % of the teachers find that this technique is difficult to use, needs time to be applied and causes noise. In light of the study results, the researcher recommends that education stakeholders should train teachers on the use of this technique because it is an important technique to get students memorize the lesson being taught and it also attracts students' attention, and it improves their prediction skills.

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Storytelling Addressing the Literacy Needs of Diverse Learners

Abstract: By observing the give and take intrinsic to storytelling, children learn how to build a relationship with an audience.

Cited by 33 publications

References 8 publications

Students opinions about the effect of value-themed short stories used in education

Students opinions about the effect of value-themed short stories used in education

Reclaiming the space for storytelling in Ugandan primary schools

Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties

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