Using Storytelling to Promote Language and Literacy Development

Author(s): Jackie Peck

Source: The Reading Teacher, Vol. 43, No. 2, Teachers' Choices Best New Children's Books
(Nov., 1989), pp. 138-141
Published by: Wiley on behalf of the International Reading Association
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 Jackie Peck _

Using storytelling

to
promote language

and
literacy development
grow as language users.

Peck is a professional In this article, I will first describe the

storyteller and benefits that storytelling can have on the de
former classroom teacher. She velopment of listening and reading compre
on hension and the enhancement of oral and
provides inservice presentations written expression. I will then present an ex
storytelling to schools and codirects ample of how storytelling was used to realize
a creative storytelling workshop at these benefits in a third-grade classroom.

Kent State University Ohio, where Language and literacy development

she also is a graduate student. through storytelling
Storytelling in the classroom promotes
expressive language development: speech
(oracy) and written composition. It also pro
The art of storytelling is currently en motes receptive language development: read
joying a renaissance, as evidenced by ing and listening comprehension (see the
the growing number of professional Figure).
tellers, associations, and sourcebooks availa Storytelling offers two distinct learning
ble. It is also being recognized by educators situations for students. With the teacher as the
as a viable classroom technique. In addition storyteller, the students develop skills of effec
to promoting development of language and tive and critical listening. With the students as
literacy, storytelling provides a forum for chil the tellers, is provided for the de
opportunity
dren and adults to interact within the rich cul velopment of oral and written expression. In
tural context of folktales and other stories this latter situation as students listen to each
(Bettelheim, 1976; Yolen, 1981). other tell stories, they experience storytelling
Storytelling is the oral interpretation of a from the perspective of both teller and lis
traditional, literary, or personal experience tener.

story. It is not the presentation of a memorized Children hear stories develop a sense
who
script; rather, it is a story told in a natural of story, for they are assimilating the language
manner with all the flavor and language of the and structure of stories which enable them to
particular tradition from which it comes. Sto read more complex stories with greater under
rytelling is an interaction between teller and standing (Moss & Stott, 1986). Children lis
listener; at its ultimate it becomes a mutual ten carefully for the added refrains of
creation (Baker& Green, 1977). Storytelling cumulative stories or their cue in participatory
offers natural opportunities for children to stories, sharpening both listening and memory

138 The Reading Tfeacher November 1989

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 #'

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Storytelling can enhance language and literacy development, and

it can be fun. Photo by JeffreyHigh

skills. That listeners are comprehending stories

By listening to a variety of tellers, stu is manifested by reactions such as smiles or
dents learn to discriminate and evaluate story looks of surprise. That they are predicting fu
telling styles, story genres, and the strengths ture events is shown by actions such as cover
and weaknesses of both. Effective listeners ing their ears in anticipation of the bear's loud
play an integral role in the storytelling process cry in "Sody Saleratus" (Tashjian, 1969).
by providing necessary feedback for the teller. Storytelling promotes reading as well as
Students can gain sensitivity to the value of listening skills. Many tellers attest that young
this feedback by sharing their observations children will often ask to read a particular
with the teller (Livo & Reitz, 1986). For ex book after hearing it told; the storytelling has
ample, after telling students a story, a teacher extended an invitation to read. As children be
might ask the students to identify segments come storytellers themselves, the selection of
that they especially liked. A discussion of stories to tell often necessitates a lengthy
what made those segments so appealing indi search of printed material, for the story must
cates strengths in the story itself as well as in be right for the teller. Students learn to judge
the teller's particular style of presentation. literature critically, both on personal taste and
This feedback can guide the teller in develop literary merit; they compare and contrast sto
ing an even more effective style. ries. They are assuredly reading for meaning

Using storytelling to promote language and literacy development 139

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 The benefits of classroom storytelling

Become critical Discriminate Provide valuable

readers styles and genres feedback

Acquire a sense
Reading of the story Listening
comprehension Skills

Integrate story Sharpen memory

components skills

Record personal
Develop poise
experiences

Oracy Writing

Recognize listeners' Use oral expression Keep journals Model patterned

feelings inmeaningful stories
context

(Livo&Reitz, 1986). sponses such as laughter, gasps, and sighs.

The folktales which
storytellers tradition These are the indicators that guide the timing,
ally use embody the elements of story struc pitch, and volume of the teller's voice.
ture that listeners rely upon for understanding A natural progression from hearing, read
and meaning. Stories that are good telling sto ing, and telling stories is the writing of origi
ries offer the framework shown to be a signifi nal stories (Livo & Reitz, 1986). Original
cant factor in reading comprehension. stories may be patterned after stories with re
Successful use of this story structure as a com petitive elements, or they may use motifs bor
prehension strategy involves the integration of rowed from other literature. Children
various story components (Morrow, 1986). In naturally turn to literary patterns they have en
preparing to tell a story, students map the sto countered when they write stories of their own
ry's structure and make meaningful connec (Sloan, In writing
1984). a group story, one
tions between the components. student consciously used a convention from a
When students are storytellers, opportu story she had read; she suggested that the
nity is provided for development of oral ex character fall down a hole and said, "I got that
pression. Oral language is a strong factor from Charlie and the Great Glass Elevator!"
in the development of literacy (Harste, Personal experience stories can be moti
Woodward, & Burke, 1984). The storytelling vated with tellings of stories based on authors'
process provides a meaningful purpose for experiences. Personal experiences may be put
oral expression. It extends the intent of simple into story form through journal writing, a nat
retellings by giving attention to pitch, volume, ural complement to storytelling.
timing, and the use of silence and gesture.
Active participation in storytelling en
hances and expression in oral lan Storytelling in a third-grade
fluency
guage (Morrow, 1985). Preparing and telling classroom
stories help develop poise in the student story Many of the benefits of storytelling were
teller, and a well-told story builds the self realized in a third-grade classroom through
esteem of the teller. To effectively tell a story, two distinct learning situations. As an intro
the teller must be sensitive to the listeners' fa duction to a unit of study focused on the local
cial expressions, body language or oral re history of a circus giant, I told several Ameri

140 The Reading Teacher November 1989

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can tales of giants and shared poetry about gi meaningful setting for the students to try their
ants in a 40-minute presentation for several The class was experienced
stories. in the writ
third-grade classes. I included anAppalachian ing process, and they were able to success

telling of "Jackand the Beanstalk" called Jack fully conference in pairs or triads to provide
and theWonder Beans by James Still. an audience for each other as well as to give
The students in one of the classes then in critical feedback. Students told their original
dependently read one of several available tell giant story to their partners and made revi
ings of this folktale. These children responded sions based on comments they received.
to their reading of this folktale along with Since students took the role of both teller
their research into local giant history by writ and listener, theywere able to benefit in both
ing an original giant story or poem. The chil dimensions. As I circulated among the
dren were eager to tell their original stories, groups, I heard many supportive responses.
so after several weeks, allowing time for satis One boy was unsure about his story and,
factory story revision, I led a 90-minute stu while telling it, developed a new ending. His
dent workshop on storytelling techniques. conference peer emphatically said, "I like it. I
First I led the class through amapping of think you should use it."One girl commented
the action of the "Jack and the Beanstalk'' folk on the effective voice of another in her story
tale. Since different tellings were read by dif about an aged giant: "She sounds just like an
ferent students, we discussed the similarities old man."
and differences in their structure. I then sug The full potential of this storytelling
gested that the students each mentally map workshop was not realized due to time con
their own original giant story, a technique they straints; still, it was a gratifying beginning.
were able to use because of prior experience Many of these third-grade students exhibited
in story mapping. We discussed the impor surprising ability to effectively write, prepare,
tance of this structure, and I reminded the and tell a story. They were able to integrate
class to thinkfirst of the setting and characters components of language development through
of their stories. I asked them to think of the classroom storytelling. Just as Donald Graves
beginning event, the problem and attempts to describes publication as a mode of "literacy
solve it, and the solution?the beginning, mid enfranchisement" for all children (Dahl,
dle, and end. Having this structure in mind 1985), storytelling may be the key to oral lan
enabled them to tell their stories without guage enfranchisement for all children.
stilted memorization of lines.
Next, we explored vocalization, gestures,
References
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Using storytelling to promote language and literacy development 141

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