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Assessing children's oral storytelling in their first year of school.

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Title: Assessing children's oral storytelling in their first year of school.
Authors: Riley, Jeni1 (AUTHOR) j.riley@ioe.ac.uk, Burrell, Andrew1 (AUTHOR)
Source: International Journal of Early Years Education. Jun2007, Vol. 15 Issue 2, p181-196. 16p. 6 Charts.
Subject Terms: *Storytelling, *Literacy, *Foreign language education, *Fluency (Language learning), *School children, *Education, Oral interpretation
Geographic Terms: London (England), United Kingdom
Abstract: This paper discusses a micro-study within an intervention project, conducted in four London primary schools, to enhance the spoken language skills of reception children. There were 60 children in each of the intervention and comparison groups. The focus here is to explore a classroom assessment of young children's oral narrative skills. Effective early language and literacy teaching with children from diverse backgrounds depends upon having detailed knowledge of children's oral skills, especially oral narrative skills, since the ability to narrate and report is a vital skill for future academic success and is highly correlated with later fluency in reading. Teachers need detailed descriptions of their pupils' spoken language skills and this is especially important where populations are diverse. A story retelling activity, developed and used extensively in New Zealand, gives teachers information about their pupils' language skills on entry to school. This procedure ('Tell Me') can be used in the normal course of classroom teaching and its evaluation for use in the UK is the focus of the present study. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Assessing children's oral storytelling in their first year of school.
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  Data: <searchLink fieldCode="AR" term="%22Riley%2C+Jeni%22">Riley, Jeni</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> j.riley@ioe.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Burrell%2C+Andrew%22">Burrell, Andrew</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Jun2007, Vol. 15 Issue 2, p181-196. 16p. 6 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+interpretation%22">Oral interpretation</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: This paper discusses a micro-study within an intervention project, conducted in four London primary schools, to enhance the spoken language skills of reception children. There were 60 children in each of the intervention and comparison groups. The focus here is to explore a classroom assessment of young children's oral narrative skills. Effective early language and literacy teaching with children from diverse backgrounds depends upon having detailed knowledge of children's oral skills, especially oral narrative skills, since the ability to narrate and report is a vital skill for future academic success and is highly correlated with later fluency in reading. Teachers need detailed descriptions of their pupils' spoken language skills and this is especially important where populations are diverse. A story retelling activity, developed and used extensively in New Zealand, gives teachers information about their pupils' language skills on entry to school. This procedure ('Tell Me') can be used in the normal course of classroom teaching and its evaluation for use in the UK is the focus of the present study. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09669760701289136
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Literacy
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      – SubjectFull: Foreign language education
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      – SubjectFull: Fluency (Language learning)
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      – SubjectFull: School children
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      – SubjectFull: Education
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      – SubjectFull: Oral interpretation
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      – SubjectFull: London (England)
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      – TitleFull: Assessing children's oral storytelling in their first year of school.
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            NameFull: Riley, Jeni
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            NameFull: Burrell, Andrew
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              Text: Jun2007
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              Y: 2007
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