The Storytime Exchange:<i>Ways to Enhance it</i>

Cliatt, Mary Jo Puckett; Shaw, Jean

doi:10.1080/00094056.1988.10521555

Cited by 14 publications

(8 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students were given opportunities to listen to, tell, and write stories in both large and small-group settings. This process was based on The Storytime Exchange (Cliatt & Shaw, 1988; Palmer, Harshbarger, & Koch, 2001). It occurred in a formal setting where the teacher, researcher, and community members engaged in a storytelling process with the students.…”

Section: Methodsmentioning

confidence: 99%

Beyond Story Grammar

Urbach

2010

Education and Urban Society

View full text Add to dashboard Cite

Literacy is a socially constructed ideology (Barton & Hamilton, 1998; Street, 1995). Current representations reduce literacy to standards, skill testing, and the five components of reading (NICHD, 2000). This view of literacy discounts the knowledge and skills of many students. This article examines the oral story of Aisha, an African American first grader, through traditional and nontraditional measures. The findings highlight two contrasting perspectives of Aisha’s story: One that views the story as weak and below grade level and another that highlights her rich literacy abilities. This study argues that it is important to consider the social and historical features that may influence children’s stories. A definition of literacy that recognizes and values the continuum of literacy experiences is advocated in this article.

show abstract

Section: Methodsmentioning

confidence: 99%

Beyond Story Grammar

Urbach

2010

Education and Urban Society

View full text Add to dashboard Cite

show abstract

“…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

View full text Add to dashboard Cite

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.

show abstract

“…Wallace (2000) argues that, "the phenomenon of storytelling actually becomes a common language that facilitates meaningful communication; we can hear and understand each other's stories because we can usually recognize ourselves in the stories of others-no matter how varied our cultural backgrounds" (p. 436). It is also believed that storytelling not only helps participants enhance the language and logic skills of the children but also results in the development of positive attitudes towards instruction (Cliatt, & Shaw, 1988). Like many other learning theories, input hypothesis in general and its related teaching techniques have been criticized by some researchers and despite the great importance of comprehensible input in language learning, some scholars (e.g.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Story Retelling on Intermediate Iranian EFL Learners’ learning of Grammar

Nezakatgoo

Alibakhshi

Mezajin

2017

PROSOC

View full text Add to dashboard Cite

It has been argued that story retelling can affect language learning. Despite the existence a number of studies on the impact of telling and retelling story on the EFL learners' learning of different aspects of language, no one has ever investigated the impact of story retelling on intermediate Iranian EFL learners' learning of grammar. This study aimed at investigating the impact of story retelling on intermediate Iranian EFL learners' learning of grammar. In doing so, 60 male and female students were selected through convenience sampling. They were divided into two intact classes. The experimental classes were requested to retell the stories told by the teacher twice. After, they received 15 stories, all classes received a test on grammar. The data were analyzed through running independent sample t-tests. The results showed that experimental group outperformed the control group. Therefore, it could be argued that retelling has significant impact on EFL learners' learning of grammar.

show abstract

The Storytime Exchange:Ways to Enhance it

Cited by 14 publications

References 1 publication

Beyond Story Grammar

Beyond Story Grammar

Reclaiming the space for storytelling in Ugandan primary schools

The Impact of Story Retelling on Intermediate Iranian EFL Learners’ learning of Grammar

Contact Info

Product

Resources

About