Classroom-Based Oral Storytelling: Reading, Writing, and Social Benefits

Autor/inn/en	Spencer, Trina D.; Pierce, Chelsea
Titel	Classroom-Based Oral Storytelling: Reading, Writing, and Social Benefits
Quelle	In: Reading Teacher, 76 (2023) 5, S.525-534 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spencer, Trina D.) ORCID (Pierce, Chelsea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2144
Schlagwörter	Reading Comprehension; Writing Skills; Oral Language; Story Telling; Teaching Methods; Reading Instruction; Writing Instruction; Social Emotional Learning + Suchen Sie Ihr Suchwort? Leseverstehen; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Schreibunterricht
Abstract	Many students struggle to acquire adequate reading comprehension and writing skills. Although word recognition and spelling are needed to fully actualize these skills, the oral language aspects of reading and writing can be taught and practiced without text. Oral storytelling is good for all students, but it may be essential for students with code-related disabilities and students with limited proficiency in the mainstream academic language of U.S. schools. The purpose of this article is to offer oral storytelling as a versatile classroom-based approach for advancing diverse students' reading and writing skills, as well as facilitating their social-emotional development. Based on an extensive theoretical and empirical literature, we propose seven strategies teachers can implement to infuse oral storytelling in their classrooms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01