Storytelling for Fluency and Flair

Abstract

In the classroom experiences described in this article, grade three students were introduced to storytelling through the interactive read aloud of a mentor text and a storytelling demonstration, followed by daily collaborative activities involving listening, speaking, reading, and writing, culminating in dramatic storytelling performances. The article details a sample instructional sequence used for one week during the daily literacy block, explores how reading and speaking fluency improved, and how deeper story comprehension developed through the processes of talking about the stories, and rehearsing and telling stories for performance. In addition, the collaborative approach to preparing and presenting stories provided a context for strong peer support – socially, emotionally, and academically.

Knowledge to Support Early Educators and Elementary School Teachers' Engagement in Family Literacy and Family Literacy Programs

“…Oral language interactions can support reading (Dickinson & Morse, 2019) and are often the basis for children's early writing (Harwayne, 2001). Related to oral language and book reading, storytelling fosters emergent literacy skills, including comprehension (Campbell & Hlusek, 2015).…”

Rethinking learning and teaching in Africa: Storytelling and sitting position as engagement strategy

“…Accordingly, Hooks (1989) noted that stories "can provide meaningful examples and ways to identify and connect" (p. 77). After integrating story into instruction, Campbell and Hlusek (2015) affirmed that "students, including learners with special needs, demonstrated engagement" (p. 160). Furthermore, the authors concluded that students were "observed to be deeply absolved in the task of reading, using the storytelling steps, creating and rehearsing" (Campbell & Hlusek, 2015, p. 160).…”

Interventions That Target or Affect Voice or Speech Production During Public Speaking: A Scoping Review

“…For example, in elementary school settings, storytelling activities with a collaborative approach (e.g. presenting in group using a storyboard) can improve fluent storytelling by developing knowledge (e.g., knowing how to structure a speech) and speaking skills (e.g., knowing how to use language) 31 . In secondary school, courses may focus on reducing PS anxiety with a CBT-inspired approach (e.g.…”