Stories beyond Books: Teacher Storytelling Supports Children's Literacy Skills

Autor/inn/en	Melzi, Gigliana; Schick, Adina R.; Wuest, Cassie
Titel	Stories beyond Books: Teacher Storytelling Supports Children's Literacy Skills
Quelle	In: Early Education and Development, 34 (2023) 2, S.485-505 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.2024749
Schlagwörter	Story Telling; Spanish Speaking; Cultural Background; Teacher Student Relationship; Linguistic Input; Oral Language; Preschool Education; Immigrants; Federal Programs; Low Income Students; Equal Education; Educational Practices; Bilingual Education; Disadvantaged; Hispanic American Students; Educational Benefits; Skill Development; Literacy Education; Narration; Story Reading; Preschool Children + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachbildung; Oral interpretation; Mündlicher Sprachgebrauch; Pre-school education; Vorschulerziehung; Immigrant; Immigrantin; Immigranten; Bildungspraxis; Bilingual teaching; Bilingualer Unterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bildungsertrag; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	Given the changing demographics of young children served by U.S. schools, educational equity practices must include ways of sustaining cultural heritage practices of children from ethno-linguistic, minoritized, and under-resourced communities. In the present study, we partnered with a bilingual Head Start serving mostly children of immigrant families from Latin American backgrounds to explore the effectiveness of a classroom-based oral storytelling program grounded in the cultural heritage practices of Spanish-speaking communities. We trained lead teachers (n = 12) in either an oral storytelling program or a storybook reading program. Research Findings: Analyses were conducted at the child level (n = 185) and provided initial evidence for the benefits of integrating oral storytelling in preschool classrooms to enhance the quality of teacher language input and support the development of children's narrative skills. Practice or Policy: Findings contribute to our knowledge base on the differential effects of story sharing modality and have implications for the education of young Latine children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01