Using a narrative- and play-based activity to promote low-income preschoolers' oral language, emergent literacy, and social competence.

ABSTRACT: This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children's school readiness: narrative and other oral-language skills, emergent literacy, and social competence. A total of 149 low-income preschoolers (almost all 3- and 4-year-olds) participated, attending six experimental and seven control classrooms. The STSA was introduced in the experimental classrooms for the entire school year, and all children in both conditions were pre- and post-tested on 11 measures of narrative, vocabulary, emergent literacy, pretend abilities, peer play cooperation, and self-regulation. Participation in the STSA was associated with improvements in narrative comprehension, pri

SUBMITTER: Nicolopoulou A 

PROVIDER: S-EPMC4391821 | biostudies-literature | 2015 2nd Quarter

REPOSITORIES: biostudies-literature