Abstract
This chapter discusses the acquisition of literacy through the Storytelling Curriculum. Assuming children are natural authors we privilege children’s imagination as a source for meaning making. The technical skills of literacy are acquired as a by-product of the social practices engaged in. Detailed understanding of the impact of the approach comes from a case study. Teachers immersed the children in story; fairy tales, picture books and the children’s own dictated stories and provided opportunities for role-play and other dramatic devices for storying. Children’s dictated stories were transcribed and discussion of grammar, punctuation and spelling undertaken with each child. After two terms children in the study had moved to independent, high quality, narrative writing. Standardized reading tests showed gains of between 1 year and 3 years 6 months. Where story, enjoyment and the imagination are at the heart of the writing process children are energised to compose story and learn to write by creating and dictating stories.
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Lyle, S., Bolt, A. (2017). What Brings Children to Writing and Energises Their Early Writing Efforts?. In: McLachlan, C., Arrow, A. (eds) Literacy in the Early Years. International Perspectives on Early Childhood Education and Development, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-10-2075-9_6
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