Supporting Emergent Writing with Oral Storytelling Strategies

Autor/inn/en	Schrodt, Katie; FitzPatrick, Erin; McClain, Janna
Titel	Supporting Emergent Writing with Oral Storytelling Strategies
Quelle	In: Reading Teacher, 76 (2023) 4, S.511-517 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schrodt, Katie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2170
Schlagwörter	Story Telling; Writing Skills; Oral Language; Kindergarten; Emergent Literacy; Culturally Relevant Education; Written Language; Literacy Education + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Geschriebene Sprache
Abstract	In early childhood classrooms, little time is spent writing (Gerde et al., "Early Childhood Research Quarterly," 31, 34, 2015), and students receive limited supports to enhance their writing skills (Bingham et al., "Early Childhood Research Quarterly," 39, 35, 2017). In early childhood, when students experience rich writing environments where their creativity is fostered through appropriately scaffolded experiences, their understanding of the relationship between oral and written language grows (Gerde et al., "Early Childhood Research Quarterly," 31, 34, 2015), their writing performance improves (Bingham et al., "Early Childhood Research Quarterly," 39, 35, 2017), and their foundational literacy skills are supported (Rowe et al., "The Reading Teacher," 75, 485, 2021). Oral storytelling is an example of a culturally sustaining practice (Flores & Springer, "Theory Into Practice," 60, 312, 2021) that can facilitate writing development (Kirby et al., "Reading & Writing Quarterly," 37, 574, 2021). Building from teaching experiences in three racially, linguistically, and socioeconomically diverse kindergarten classes in the mid-south, this "Teaching and Learning Guide" demonstrates three easily implemented strategies for oral storytelling that support emergent writing. These strategies helped students leverage knowledge from their family and community resources, generate ideas for writing, add details to their oral narratives, and adopt the narrative discourse structures typically found in school-based literature. Each strategy includes a description of the implementation, authentic examples of student responses, and suggestions for adopting this practice in other contexts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01