Storytelling: Engaging and supporting early writers through Talk for Writing
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Authors
Tromans, Ruth
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to explore the use of storytelling as a technique for engaging and supporting early writers, and to draw conclusions about its effectiveness in motivating children to write and helping them make progress in narrative writing.
Aims: The main aim of this research project was to explore the use of storytelling as a technique for engaging and supporting early writers, and to draw conclusions about its effectiveness in motivating children to write and helping them make progress in narrative writing.
Methods: The participants of this case study were twelve Year 1 pupils, their teacher, teaching assistant, school leader, parents, and LA adviser. Methods used included a 2-day LA course, collaborative action research, storytelling technique, pupil interviews, teacher interview, observations, work samples, and progress data. Cross-curricular links, first-hand experiences, and talk to deepen learning were also used.
Findings: The main findings of this case study were that the storytelling technique was successful in motivating children to write and helping them to make progress in narrative writing, resulting in improved engagement with writing and progress in writing.
Implications: The findings of this case study suggest that the storytelling technique is successful in motivating children to write and helping them to make progress in narrative writing. This has implications for the use of storytelling in the classroom to engage and support early writers.
Aims: The main aim of this research project was to explore the use of storytelling as a technique for engaging and supporting early writers, and to draw conclusions about its effectiveness in motivating children to write and helping them make progress in narrative writing.
Methods: The participants of this case study were twelve Year 1 pupils, their teacher, teaching assistant, school leader, parents, and LA adviser. Methods used included a 2-day LA course, collaborative action research, storytelling technique, pupil interviews, teacher interview, observations, work samples, and progress data. Cross-curricular links, first-hand experiences, and talk to deepen learning were also used.
Findings: The main findings of this case study were that the storytelling technique was successful in motivating children to write and helping them to make progress in narrative writing, resulting in improved engagement with writing and progress in writing.
Implications: The findings of this case study suggest that the storytelling technique is successful in motivating children to write and helping them to make progress in narrative writing. This has implications for the use of storytelling in the classroom to engage and support early writers.
Description
Keywords (free text)
Primary education , English - writing