Weaving new meanings: Evaluating children's written responses to a story telling resource package

Brady, J. and Millard, E. (2012) Weaving new meanings: Evaluating children's written responses to a story telling resource package. Literacy, 46 (1). pp. 17-24. ISSN 17414350 (ISSN)

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This paper documents an evaluation of children's written responses to a story telling package used in an intervention project set up by the National Association for the Teaching of English as part of the larger Inspire Rotherham literacy campaign. The brief was to provide a group of primary teachers with innovative and inspirational approaches to raise the aspiration of Key Stage 2 children (age range 7-9) and to improve their skills in story writing. The schools, who were self- selecting, were given a DVD of a professional story teller narrating tales appropriate to the age group, used alongside drama and role play workshops which helped the teachers engage children in aspects of narrative. The children were asked to retell one of their own favourite stories in writing before hearing the DVD stories and then to repeat this activity at the end of the 6-week project. They were asked to include both pictures and writing. Their texts were analysed to provide both quantitative and textual data. Children were shown to have adopted many features of the language of the oral narratives they had heard in the second task improving both the structure and imagery of the stories they produced. © 2011 UKLA.

Item Type: Article
Identification Number: https://doi.org/10.1111/j.1741-4369.2011.00582.x
April 2012Published
Uncontrolled Keywords: Bonding capital, Bridging capital, Empowerment, Family learning, Refugees, Transcultural capital
Subjects: CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE)
Depositing User: Hussen Farooq
Date Deposited: 26 Jan 2017 16:00
Last Modified: 03 Mar 2022 16:58
URI: https://www.open-access.bcu.ac.uk/id/eprint/2275

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