Effects of storytelling and story reading
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Transcript of Effects of storytelling and story reading
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The Effects of Storytelling and Story Reading on the Oral Language Complexity
and Story Comprehension of Young Children
EFFECTS OF STORYTELLING AND STORY READING
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Purpose
LiteratureReview
Method
Result
Conclusion
ParticipantsMeasure-
mentProcedure
Further Study
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The influence onthe language development and story comprehension of young children
Purpose
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The development of oral language is one of children’s most massive accom-
plishments that occur during the first five years of life
(Genishi, 1988)
LiteratureReview
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Influence of Story Reading on Language Development
LiteratureReview
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Wells (1986) states that the number of hours a child is read to during their preschool years is the best predictor of the child's later reading achievement in school.
Not only do children acquire language and literacy skills, but they also ex-perience vocabulary growth, knowledge of handling books, and many other skills (Snow, 1983).
Story reading can foster communication opportunities for young children, as they discuss the text and illustrations (Kaderavek & Justice).
LiteratureReview
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Influence of Storytelling on Language Development
LiteratureReview
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Imaginative development is a key benefit of stories being told (Ellis, 1997).He also suggested that storytelling is the most effective way to develop listening skills.
Both can enhance children's imaginations as well as encourage them to create mental pictures (Aina, 1999). Storytelling, however, seems to require more visual imagination than story reading, because there are no book illustrations to preempt ( 선수치다 )the listeners' attention.
Trostle and Hicks (1998) conducted a study to determine whether children who heard stories told performed better on comprehension and vocabulary tests as com-pared to children who heard stories read.
LiteratureReview
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24 22Method
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Group A(Telling)
Group B(Read-ing)
38 Participants(3 year old + 4 year old children)
Participants
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Oral language samples
*Language complexity(development)
-Mean length of utterance (MLU): a measure of linguistic productiv-ity-Fluency (total number of words)-Vocabulary diversity (number of different words)
Measure-ment
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Program for Analysis: SALT (Systematic Analysis of Language Transcripts)
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Oral language samples*Story Elements & Comprehension-the use of beginnings and ending -theme-setting (time and place) -moral of the story (resolution)-narrative (dialog)-characters-sequence
Measure-ment
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2 QuestionsRead/Tell Follow-up Qs
Activities
Read aloud
Post-test(Retelling + Telling)
Pre-test(Retelling)
Procedure
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Retelling
Test(Retelling + Telling)
Telling
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Literal ques-tions
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Result
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Beginning
Ending
ThemeSetting
Moral
0
0.2
0.4
Mean score comparisons of story conventions and comprehension.
Reading Pre Reading Post
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Beginning
Ending
ThemeSetting
Moral
0
0.5
1
Telling Pre Telling Post
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MLU Fluency Diversity0
10
20
30
40
50
60
70
80
90
100
Mean score comparisons of language complexity.
Telling Pre Telling Post Reading Pre Reading Post
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Reading Group
Better on creating the wordless picture
book story(heavily relied on the illustrations to retell
the story)
Telling Group
Better on the retelling(Created their own di-verse images when
retelling)
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1) Storytelling particularly helped the children's imaginative recollection of the story.
2) storytelling and story reading are both beneficialto the development of oral language complexity and story comprehension in young children.
3) Combining these approaches could provide powerful literature ex-periences to influence the oral language development and story comprehension of young children – critical factors in their literacy development.
Conclusion
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Difference in attention levels between the groups
While presenting stories, the researchers commented that
they “felt sorry for the children in the story reading group,” because they were not being given the same quality of experience as the children in the storytelling group.
Telling group: less easily distracted from the storymore engaged as demonstrated by facial expressions and anticipation displayed
Further Study