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 |
|---|---|
| Language: | English |
| Authors: | Riley, Jeni, Burrell, Andrew |
| Source: | International Journal of Early Years Education. Jun 2007 15(2):181-196. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Kindergarten Primary Education |
| Descriptors: | Control Groups, Foreign Countries, Language Skills, Intervention, Speech, Oral Language, Emergent Literacy, Story Telling, Children, Research Projects, English (Second Language), Receptive Language, Language Tests, Expressive Language, Reading Fluency |
| Geographic Terms: | New Zealand, United Kingdom (London) |
| DOI: | 10.1080/09669760701289136 |
| ISSN: | 0966-9760 |
| 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. (Contains 4 tables.) |
| Abstractor: | Author |
| Number of References: | 23 |
| Entry Date: | 2007 |
| Accession Number: | EJ764334 |
| Database: | ERIC |
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| 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. (Contains 4 tables.) |
|---|---|
| ISSN: | 0966-9760 |
| DOI: | 10.1080/09669760701289136 |
