Stories (1998)

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      N      P      R      S      T      W

A

Abrahamson, R. F. (1977). Storytelling: Oral Interpretation in the Senior High School. In an eleventh-grade unit, students studied and practiced the art of storytelling and then went into elementary classrooms to tell stories to first-grade and second-grade children. Students prepared for the storytelling sessions by reading books on storytelling techniques, inviting a local storyteller to class and then videotaping and studying her presentation, andwith the aid of an elementary school librarianchoosing books to read to the children. The unit helped students to learn about elements of literature, as they examined children's books to choose those they would read, and it also helped to increase students' oral interpretation skills and composure before an audience. In addition, the unit established communication between the elementary and secondary schools and related to the home economics teacher's unit on child development and parenthood. (GW) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ED144091

Ackerman, R., & Maslin-Ostrowski, P. (1995). Developing Case Stories: An Analysis of the Case Method of Instruction and Storytelling in Teaching Educational Administration. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper presents findings of a study that examined case-study teaching methods, specifically, the use of case stories in the training of educational administrators. A case story blends aspects of the case-study methods with storytelling. The case-story approach asks students to develop case stories, using their personal experience to create authentic educational administration scenarios. The case studies help students share personal leadership practices and dilemmas and promote understanding. A survey was administered at the midpoint and end of the semester to 60 graduate students in educational administration at 3 sites. Interviews were also conducted with professors and students. Respondents said that case stories contribute authenticity to the classroom, foster involvement, bridge the gap between theory and practice, and illuminate discourse. A conclusion is that the case-study and case-story methods are not mutually exclusive but complementary teaching techniques. Together, the approaches encourage skill development and reflection on practice. Whether using the more objective case study or the more personal case story, each method creates a realistic, engaging learning situation. A sample of the questionnaire is included. (Contains 21 references.) (LMI) ED390132

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Barton, B. (1986). Tell Me Another: Storytelling and Reading Aloud at Home, at School and in the Community. New Hampshire Not available from EDRS. Document Not Available from EDRS. Heinemann Educational Books Inc., 70 Court St., Portsmouth, NH 03801 ($10.00). Report/ISSN: ISBN-0-435-08231-0. Recognizing that exposure to storytelling and reading aloud enhance children's language skills and their enjoyment of literature, this book provides a rationale and suggestions for storytelling and reading aloud both in and beyond the classroom. The first chapter explores various nursery rhymes from around the world, and how this oral tradition allowed the author to ease into storytelling in his classroom and as a profession. The second chapter offers guidelines for finding and choosing different kinds of stories that will engage young listeners who are beyond traditional fairy tales, while the third chapter presents suggestions for developing original stories, including plot and characterization. In a question and answer format, the fourth chapter describes the author's experiences and frame of reference when telling stories. The fifth chapter explores reading stories aloud to children, including selecting books, and dealing with single-sitting books, excerpts from longer works, and books that feature the exploration of language. The last chapter discusses (1) helping children explore words and sounds; (2) encouraging them to read closely, paying attention to their own responses and discovering layers of meaning; (3) helping children understand that a story shapes their existing knowledge and can be remade again and again. A list of readings on storytelling is appended. (HTH) ED274961

Bird, S. E. (1990). Storytelling on the Far Side: Journalism and the Weekly Tabloid. Critical Studies in Mass Communication v7 n4 p377-89 Dec 1990. Discusses how weekly supermarket tabloids report and write their stories, the relationship tabloid writing has to "straight" journalistic practice, and how tabloid writers relate to such journalistic tenets as objectivity and credibility. Finds that tabloid journalism belongs on the same storytelling continuum as daily newspaper journalism. (SR) UMI Report/ISSN: ISSN-0739-3180 EJ424292

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Carlson, K. A. (1982). The Measured Reactions of Children to Treatments of Storytelling and Illustrated Books. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. To test Bettelheim's claim that picturebook illustrations adversely affect children's imagination, this study examined effects of an adult's storytelling versus picturebook reading on the creativity of 11 preschool children. Initially, a total of 292 interviews were held with 30 children; the reduced final sample was composed of children with high levels of attendance at treatment sessions. In the treatment phase of the study, each child was read a story from a picturebook or was told the story; afterwards, the child was asked to tell a story of his or her own. When the child did not tell a story, it was suggested that he or she might wish to color and that a story might occur while coloring. All stories told by subjects were tape-recorded and transcribed. A total of 141 stories and 293 drawings were analyzed. Additionally, subjects' parents completed a questionnaire concerning their children's sensory perception and stimulation in their home environments. Generally, findings indicated that (1) treatment with illustrated storybooks increased children's quantity of drawings and the figural quality of those drawings and (2) storytelling resulted in more stories told, an increased flexibility in language, and greater coherence of thought. An appendix discusses one child's reticence to tell stories when "competing" with book form. (Author/RH) ED232753

Carter, M. (1997). Developing a Storytelling Culture in Our Programs. Child Care Information Exchange n113 p38-41 Jan-Feb 1997. Argues for developing a storytelling culture in early childhood programs to encourage staff enthusiasm and engagement. Describes five development strategies: (1) descriptive observation; (2) using children's books in staff meetings; (3) creating persona doll stories; (4) using stories from professional literature; and (5) creating visual stories about the child care center. (SD) Report/ISSN: ISSN-0164-8527 EJ539880

Cooper, P. (1989). Using Storytelling To Teach Oral Communication Competencies K-12. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper discusses the benefits of storytelling, especially for the classroom teacher. The paper provides 12 activities for students (Kindergarten-12) to demonstrate how storytelling can help develop communication competencies. The activities included in the paper are: folktale cinquain, The Wicked Stepmother Gets Her Day in Court, storytelling troupe, tall tales, Our Town, round robin storytelling, spin a yarn, picture book stories, personal stories, tell me a story, storytelling festival, and oral history. The paper also provides six activities, to be used as a follow-up to storytelling, which develop the following communication competencies: expanding power of reasoning; problem-solving competencies; listening effectively to spoken language; using nonverbal cues that emphasize meaning; and using spoken language creatively to enjoy and participate in imaginative situations. Appendixes include 81 resources and evaluation forms for assessing students' performances. An additional 52-item resource list is also attached. (MG) ED314798

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Fenwick, S. I. (1968). Storytelling. Int Reading Assn Conf Proc Pt 1 13 219-23. EJ019088

Fifield, C. (1996). Never Too Old for Stories (Tales of a High School Information Specialist). Storytelling World n9 p18-19 Win-Spr 1996 Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A high school library media specialist uses storytelling regularly in her oral presentations for students. For an audience of adolescents, stories need to be selected carefully and edited to keep the action moving. Music and character voices are effective in capturing and holding teenagers' attention. Storytelling is a tool for curriculum enhancement, and for promoting both the pleasure of reading and the use of the information center's resources. It develops listening and analytical skills, vocabulary, imagination, and a sense of story structure and language. Stories can give a human face to another culture, and they can cause teens to think about values. Sometime a story has a therapeutic effect on a class or an individual. Before teachers take their students to the information center, they collaborate with the staff to integrate information skills with curriculum activities. There are appropriate stories for language arts (myths/legends), social studies (multicultural folktales), science (environment), and math (problem solving). One idea is to begin a story club to nurture the pleasure of stories, both oral and written, among students. Students can also give informal book talks to each other about what they are reading. If the club begins with ninth graders, lifelong readers may be nurtured. In the 4-year high school period, an environment where reading and telling stories are natural can enrich the students' lives. (NKA) ED405604

Fischer, D. L. (1990). The Development of a Program to Increase Listening Skills in First Grade Students through Storytelling. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. A practicum was conducted to improve the listening skills of a first grade class in a public elementary school in a mostly Hispanic residential community. A listening program was developed and implemented to increase listening skills. Storytelling was the main strategy used, and it was implemented daily. Other listening activities were also incorporated into the curriculum to aid in listening improvement. The results were favorable and showed significant gains. Listening skills improved in all the students on the pre- and posttest and improvement was also noticed on the Stanford Achievement Test in listening comprehension. The teacher increased the number of stories read daily and recognized the importance of oral reading to improve listening skills. Parent involvement seemed enthusiastic and cooperative at first; however, few weekly monitoring sheets were returned to indicate that parents were reading aloud to children at home. It was concluded that reading orally to students on a daily basis should be an integral part of the curriculum in order for listening skills to improve. Appendixes include sample pre- and posttest, sample checklists for teacher, sample monitoring sheet, sample parent letter and questionnaire, sample listening activities used during implementation, a handbook of books/stories read during implementation, and handouts given to teachers. (Author/MG) ED327826

Ford, P. (1992). Storytelling for Adults (Open to Suggestion). Journal of Reading v35 n6 p484-85 Mar 1992. Advocates the use of storytelling in adult literacy classes. Includes a list of titles successfully used. (SR) UMI Report/ISSN: ISSN-0022-4103 EJ439112

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Genisio, M. H., & Soundy, C. C. S. (1994). Tell Me a Story: Interweaving Cultural and Restorative Strands into Early Storytelling Experiences. Day Care & Early Education v22 n1 p24-31 Fall 1994. Considers intellectual and affective reasons for telling tales with young children, placing special emphasis on cultural and restorative effects of storytelling. Offers suggestions for helping young children become reflectivecapable of valuing their cultural heritage and coping with personal difficulties. Includes guidelines for helping children select, narrate, and evaluate the events of their lives through joint storytelling sessions. (TJQ) UMI Report/ISSN: ISSN-0092-4199 EJ493475

Goggans, J. (1994). "Something Magic in the Storytelling": An Interview with Isabel Allende. Writing on the Edge v6 n1 p127-42 Fall 1994. Presents an interview with storyteller Isabel Allende. Discusses geography, politics, gender, and love, and the way perspective affects the storyteller's magic. (RS) Report/ISSN: ISSN-1064-6051 EJ502799

Goldstein, B. C., & Others, A. (1993). Assessment of Oral Storytelling Abilities of Latino Junior High School Students with Learning Handicaps. Journal of Learning Disabilities v26 n2 p138-43 Feb 1993. This study investigated the relationship between reading comprehension and oral storytelling abilities in 31 Latino junior high school students with learning handicaps. Although comparison of the standard scoring protocol and reading comprehension revealed no relationship, a significant correlation was found between story structure analysis and reading comprehension scores. (DB) UMI Report/ISSN: ISSN-0022-2194 EJ461176

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HALLGREN, R. C. B. (1988). THE GOOD THINGS IN LIFE: A STUDY OF THE TRADITIONAL RELIGIOUS CULTURE OF THE YORUBA PEOPLE. Unpublished TEOLDR, LUNDS UNIVERSITET (SWEDEN) (0899). The purpose of this doctoral thesis is to identify certain attitudes and motifs common to the Yoruba people as a whole. Such attitudes and motifs can be found in spite of the syncretistic surroundings and the various regional Yoruba sub-groups. An important focus of this thesis is the fertility complex of the traditional Yoruba culture. This complex includes attitudes towards 'the good things in life' (i.e. money, wives, children etc.). The desire for these things is a distinct feature of the Yoruba religious culture and forms a practical religion for a farming society. The different studies in this thesis investigate leading Yoruba motifs and attitudes using various sources and contexts to identify pervading Yoruba attitudes. The thesis shows how Olorun (God), the o Order #: NOT AVAILABLE FROM UMI ProQuest - Dissertation Abstracts

Harper, K. A., & Decker, D. D. L. (1984). Making Connections with Storytelling. Journal of the Virginia College Reading Educators v5 n1 p17-23 Fall 1984. Describes several storytelling activities that allow children to develop their speaking, reading, writing, and listening skills. (FL) EJ313524

Haycock, Ken, E., Haycock, & Carol-Ann, E. (1982). Storytelling. Emergency Librarian v10 n2 p1-20 Nov-Dec 1982 Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Dyad Services, P.O. Box 4696, Station D, London, Ontario, N5W 5L7 ($25 per year prepaid; $28 per year if billed; back issues and sample copies: $5 per issue). The focus of the articles in this theme issue of a journal for librarians and teachers working with young children is storytelling. The first article, "Observations on Storytelling," (K. Roberts) relates how storytelling can be essential to readingif one observes the law of diminishing returns. The second article, "How to Turn a Story Hour Into a Family Outing," (M. Silveus) describes a bedtime story program from Monroe County, Indiana. The third article, "Learning Them By Heart," (B. Barton) urges the storyteller not to memorize the stories, but to learn them "by heart." Picture books and drama as powerful tools for language development are discussed in the fourth article, "Creating Pictures in Time and Space" (D. Booth). The fifth article, "The Medford Storytelling Guild, or, 'Volunteers Unlimited'," (P. Blair) describes the voluntary storytelling guild (with a membership of 360) established by the Jackson County, Oregon, Library. (HOD) ED232152

Hendrickson, J. M. (1992). Storytelling for Foreign Language Learners. Kentucky Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Telling and listening to stories is an ancient tradition that can benefit foreign language learners of all ages, languages, and levels of proficiency. Stories contain linguistic, paralinguistic, discourse, and cultural features that provide the comprehensible input and output that students need to develop their conversational skills. Instructors and students can select and tell stories that they enjoy and that interest their listeners. Some interactive story telling activities are presented, categorized as: Change the Story, Group Picture Story, Jigsaw Story, My Story, Oral Reading, Picture Stories, Psycho Story, Rumor, Shuffled Comics, Story Hour, Strip Story, and Tell Us a Story. Contains 33 references. (Author/LB) ED355824

Herzog, A. (1997). The C.V. as Storytelling Instrument: Identifying the Composition Specialist. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. How does a hiring committee define the requisite knowledge essential for a writing program administrator (WPA)? A survey of writing program administrators revealed that typical WPAs begin their academic career by taking a B.A. in English and then proceeding on a more or less predictable course with an M.A. in English and a Ph.D. in English, specializing in a traditional field of English or American literature and writing their dissertations on a subject in medieval studies (20%), Victorian (15%), or American literature (20%). The wording of advertisements recruiting people whose teaching responsibilities can easily be converted to literature positions conveys an institutional skepticism about the continuing role of writing programs. In soliciting an administrator, ads should ask for "professional specialization and college-level teaching experience in composition and rhetoric." Given the fact that a composition specialist may acquire that specialization without the acquisition of any administration skills or talents, carefully assessing the administrative experience the WPA candidate describes in his or her curriculum vitae (c.v.) is also essential. In one specific case, a candidate was interviewed and hired whose experience and knowledge fully supported the "story-telling" of his c.v. and dossier package. In 1997 it is possible to hire candidates who freely come to composition as their disciplinary home, rather than some temporary shelter propped in place by the contingencies of marketplace conditions. (CR) ED409574

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Jacobsen, M. (1993). Interactive Storytelling using Computer-Based Multimedia. Writing Notebook: Visions for Learning v11 n1 p43-45 Sep-Oct 1993. Describes using an open-ended personal-inquiry instructional model to teach fifth- and sixth-grade students how to author interactive multimedia stories using HyperCard. (SR) Report/ISSN: ISSN-0749-2537 EJ470316

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Kettel, R. P. (1994). Motivating the Reluctant Reader: Using the Storytelling Episode Model. Storytelling World v3 n1 p31-33 Win-Spr 1994 Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Elementary and middle school teachers can employ storytelling techniques using selections such as episodes from children's novels to encourage even the most reluctant readers. The telling of complete episodes from novels causes reluctant readers to identify with a character and brings them into the plot. The Storytelling Episode Model (SEM) is a step-by-step procedure for learning to tell parts of a novel that can stand alone. The SEM serves as a guide for writing an episode script that the storyteller can refer to when the episode is being learned for telling. Memorizing an entire episode is not advisabletelling the events in the storyteller's own words permits revising the telling with each practice. Depending on the time allotted and the response of the audience, the story can be expanded or condensed. Through storytelling, students experience new genres and new worlds beyond their prior interests and habits in reading. (Contains a 24-item list of children's literature cited and 6 references.) (RS) ED404628

Kies, D. A., & Others, A. (1993). Oral Language Development through Storytelling: An Approach to Emergent Literacy. Reading Improvement v30 n1 p43-48 Spr 1993. Addresses the relevance of storytelling as an informal technique that gets children hooked to reading and writing. Maintains that the technique is highly regarded as providing children with a wide range of conceptual experiences that prepare them for the literacy challenge. (SR) UMI Report/ISSN: ISSN-0034-0510 EJ462356

Klein, P. F. G., Barbara A. (1993). Story telling: A rich history and a sordid past — a response to Berliner (1992). Educational Psychologist, 28(2), 185-190.

Kozma, R. B. (1991). Learning with Media. Review of Educational Research, 61(2), 179-211. This article describes learning with media as a complimentary process within which representations are constructed and procedures are performed, sometimes by the learner and sometimes by the medium. Media are distinguished by cognitvely relevant characteristics of their technologies, symbol systems, and processing capabilities. Studies are examined that illustrate how these characteristics, and the instructional designs that employ them, interact with learner and task characteristics to influence the structure of mental representations and cognitive processes. Of specific interest is the effect of media characteristics on the structure, formation, and modification of mental models.

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Levi, G., & Others, A. (1984). Cognitive and Linguistic Strategies in Children with Reading Disabilities in an Oral Storytelling Test. Journal of Learning Disabilities v17 n7 p406-10 Aug-Sep 1984. Three groups of children (18 dyslexic children: 18 children with reading retardation: 18 normal children) mean age nine years were given an oral storytelling test. The results point out a clear-cut differentiation between the three groups in their overall performance and the presence of atypical linguistic strategies in dyslexic children. (Author/CL) EJ308327

LIBR 2nd FL STATUS: Not checked out -- CALL #: BF311 S378

LIBR 2nd FL STATUS: Not checked out -- CALL #: BF311 S378 --7 of 8

LIBR 2nd FL STATUS: Not checked out -- CALL #: BF371 .S36 1982 maybe doubtful

LIBR 2nd FL STATUS: Not checked out -- CALL #: BF431 .S277 1990

LIBR 2nd FL STATUS: Not checked out -- CALL #: BF431 .S277 1990 --8 of 8

LIBR 2nd FL STATUS: Not checked out -- CALL #: BF455 .S26 maybe doubtful

LIBR 2nd FL STATUS: Not checked out -- CALL #: LB1050 .S22 1982 keeper

LIBR 2nd FL STATUS: Not checked out -- CALL #: Q335 .S386 1984 maybe doubtful

LIBR 2nd FL STATUS: Not checked out -- CALL #: Q335 .S3863 1986 --4 of 8

LIBR 2nd FL STATUS: Not checked out -- CALL #: Q338.8 .S3 1994 keeper worthy of a peek

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MacLean, K. (1996). Supporting the Literacy of Bilingual Learners: Storytelling and Book Making. Multicultural Teaching v14 n2 p26-29 Spr 1996. Describes how the retelling of stories and the creation of original stories assisted the language development and literacy of limited-English-speaking children in a British "early years" program for four- and five-year olds. The project culminated in individual books made by the students. (SLD) Report/ISSN: ISSN-0263-0869 EJ528833

Maguire, M. (1994). Cultural Stances Informing Storytelling among Bilingual Children in Quebec. Comparative Education Review v38 n1 p115-43 Feb 1994. Examines the sociocultural-linguistic processes involved in writing stories in English and French for 2 bilingual children, aged 10 and 11, in Quebec. Points out differences between the children in their views of play, schooling, and story creation. Proposes a unity of process across both languages that is mirrored in the writing of first- and second-language stories. (KS) UMI Report/ISSN: ISSN-0010-4086 EJ486985

Martin, A. (1985). Storytelling in Kindergarten. Teachers and Writers Magazine v16 n5 p9-12 May-Jun 1985. Kindergarten teacher typed children's stories as they were dictated to her because it offered the children an opportunity to articulate ideas, practice using language effectively, weave pleasing stories, and create bonds between children and adults. (DF) EJ316669

McDermott, E. F. (1971). Storytelling - A Relaxed and Natural Path to Lipreading, Language and Reading. Volta Review 73 1 54-7. EJ029914

McKamey, E. S. (1991). Storytelling for Children with Learning Disabilities: A First-Hand Account. Teaching Exceptional Children v23 n2 p46-48 Win 1991. A story telling contest was used with 21 inner-city learning-disabled students (ages 9-15) to improve writing, reading, and comprehension skills. Measurable improvements in writing, organizational, and vocabulary skills were noted as was the development of student feelings of accomplishment. (DB) UMI Report/ISSN: ISSN-0040-0599 EJ422889

McLellan, H. (1993). Hypertextual tales: Story models for hypertext design. Journal of Educational Multimedia and Hypermedia, 2(3), 239-260. taxonomy of 5 story structures; advantages of instructional design are described story.essential

Mergler, N. L., & Others, A. (1985). Storytelling as an Age-Dependent Skill: Oral Recall of Orally Presented Stories. International Journal of Aging and Human Development v20 n3 p205-28 1984-85. Taped passages read by different aged tellers were orally recalled by college students. Results suggested that physical qualities of older voices led to more effective oral transmission, listeners expected certain information from elders, and mismatch between physical vocal quality and age attribution effected speaker evaluation, not information recall. (NRB) EJ316392

Moon, S. S. (1993). Bagheads, Christmas Trees, Family Tales, and Storytelling: One Foxfire Teacher's Venture into the World of Folklore. Hands On n47 p20-25 Spr 1993. A teacher at a small, rural Georgia high school discusses how she integrated folklore with creative writing and American literature. Students discussed and wrote about family and community traditions, organized a storytelling session based on ghost tales, and conducted a workshop in folklore and storytelling for seventh-grade language arts students. (LP) Report/ISSN: ISSN-1033-7814 EJ480024

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Nelson, O. (1989). Storytelling: Language Experience for Meaning Making. Reading Teacher v42 n6 p386-90 Feb 1989. Describes how storytelling can enhance both literal and inferential comprehension, motivate oral discussion, increase perceptual knowledge of metaphor, explain and promote interesting language usage, instill deeper meaning to children's personal experiences, and excite children about literature, storytelling, and creative interpretations of story. (MM) UMI EJ383725

Newell, F. M. (1995). Sharing Multicultural Literature through Storytelling. Reading Horizons v35 n5 p422-29 1995. Details how storytelling could function as a rich, multicultural pedagogy. Explores how storytelling can be grounded in the oral traditions of African and East Indian cultures. Locates a series of skills that emerge from storytelling activities. (RS) UMI Report/ISSN: ISSN-0034-0502 EJ508135

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Peck, J. (1989). Using Storytelling to Promote Language and Literacy Development. Reading Teacher v43 n2 p138-41 Nov 1989. Describes the benefits that storytelling can have on the development of listening and reading comprehension and the enhancement of oral and written expression. Presents an example of how storytelling was used to realize these benefits in a third-grade classroom. (MG) UMI EJ398812

Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69, 309-315. L 11 J8

Pierce, J., & Others, A. (1996). Telling a Tale of Tales: Using Storytelling to Promote Cultural Awareness. Southern Social Studies Journal v22 n1 p45-64 Fall 1996. Provides a useful introduction and overview to using storytelling in the elementary social studies classroom. Presents a rationale for using storytelling, tips on getting started, preparation for the story, and follow-up activities. Includes a 61-item bibliography of folktales and stories. (MJP) Report/ISSN: ISSN-1047-7942 EJ546632

POWERS, V. L. (1991). EFFECTS OF ACTIVATING AND BUILDING CONCEPTUAL KNOWLEDGE USING SPECIFIC IDEA UNITS ON FOURTH-GRADERS' COMPREHENSION OF NARRATIVE TEXT (PRIOR KNOWLEDGE, TEXT RETENTION). Unpublished PHD, UNIVERSITY OF MISSOURI - KANSAS CITY (0134). This study investigated the effects on comprehension and retention over time of introducing specific idea units relating to stories, and of prepassage questioning concerning specific idea units. Four research questions constituted the basis for the study: (1) Will vocabulary instruction plus instruction in specific idea units contained within a story result in better comprehension of narrative text than vocabulary instruction alone? (2) Will vocabulary instruction plus instruction in specific idea units contained within a story result in better retention of narrative text than vocabulary instruction alone? (3) Will vocabulary instruction plus prepassage questioning focused on specific idea units result in better comprehension of narrative text than vocabulary instruction alone? (4) Will vocabulary instruction plus prepassage questioning focused on specific idea units result in better retention of narrative text than vocabulary instruction alone? Ninety fourth-grade students were randomly assigned to three instruction groups. Background knowledge was assessed for two stories. Instruction consisted of one thirty-minute session for each story. One day following instruction, students read the assigned story and answered comprehension questions. One week following the reading, students did a written retelling of the story. Data were analyzed using two analyses of variance. Cohen's eta$\sp2$ was calculated as a measure of effect size. The dependent variables were Comprehension and Retention Over Time. The independent variables were: Prior Knowledge (High, Average, and Low), Instruction (Vocabulary, Vocabulary Plus Specific Idea Units, Vocabulary Plus Activating Prior Knowledge), and Reading Achievement (High and Low). Story one results indicated that prior knowledge and reading achievement interacted to influence Comprehension. For Retention Over Time, there was an interaction between prior knowledge and instruction. Story two Comprehension results indicated a main effect for instruction. For Retention Over Time, there was a main effect for prior knowledge. This study provided further knowledge concerning the use of prior knowledge for comprehension and retention of narrative text. It also provided knowledge concerning the effects of teaching specific idea units and using prepassage questioning. Order #: AAC 9207599 ProQuest - Dissertation Abstracts maybe but good information from abstract

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Raber, L. L., & Lindon, J. J. A. (1992). Cross-Age Peer Tutoring: Storytelling and Writing. Ohio Reading Teacher v26 n3 p14-16 Spr 1992. Describes a month-long tutoring project involving the use of fairy tales which combined storytelling and process writing. Notes that students responded favorably to the project. (RS) UMI Report/ISSN: ISSN-0030-1035 EJ442753

Rainey, M. (1986). Mastering the Art of Storytelling Takes Training and Experience. Highway One v9 n1 p47-51 Win 1986. States that although storytelling is among the oldest arts in the world, it is ageless and anyone who is willing to spend some time and energy to look for the right story, learn it well, and share it with others can become a successful storyteller. (DF) EJ335652

Reif, D., & Conway, D. D. F. (1991). It's Storytelling Day] A Two-Way Success. Perspectives in Education and Deafness v9 n4 p2-5 Mar-Apr 1991. Four high school seniors at the Nebraska School for the Deaf were effectively used as storytellers and story readers with primary grade students at the school. The younger children became more involved with literature and the older students learned to select appropriate stories, prepare for storytelling, and select the appropriate communication mode. (DB) Report/ISSN: ISSN-1051-6204 EJ429870

Reynolds, G. (1992). Teaching and Storytelling: A "Foxfire" Approach. Bread Loaf News v5 n1 p10-14 Spr-Sum 1992 Vermont Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A storyteller, folklorist, music advisor and language arts teacher uses storytelling in his classroom to inspire students to talk, write, perform, listen, and learn. Beginning with a seventh-grade elective class, the teacher (an employee of the Foxfire project and not trained as an English teacher) decided to spend two weeks with the students developing a radio program, two weeks on a collection project, and two weeks of storytelling. Students in the first several 6-week elective courses ended up liking storytelling so much that they never got around to the 2-week collection project. Students also formed small groups of storytellers to produce and perform their own stories or folktales for other groups of students. Some students who could not work well in a group became solo storytellers. Many of these students who had known little success previously, found success by performing for others. Comparison of pre and posttest indicated that students learned about plot, narration, dialogue, characterization, setting, and point of view by writing and performing stories and folktales. Similar approaches were used with students in a tenth-grade classhalf of whom hated to read, while the other half loved to read. One very poor reader who was an able solo storyteller was convinced by the teacher to read a book because it had "stories" in it. (Brief annotations of three recommended sources for storytelling and folktales are attached.) (RS) ED369129

Roemer, D. M. (1982). Semantic and Syntactic Parallelism in Children's Storytelling. Sociolinguistic Working Paper Number 102. Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Kindergarten-aged children's use of parallel constructions in their peer storytelling, while not common, reflect children's interest in the organizational principle of theme and variation. Semantic and syntactic parallelism represent two of many ways in which some youngsters employ theme and variation in their storytelling. The constructions give a sense of cohesiveness to narrative efforts and provide a mechanism for organizing descriptions of the fictive world. Semantic parallelism, the more common form, emphasizes cataloging skills. In these constructions the children hold constant the stated and then implied syntactic frame as well as the central idea of the meaning set, and variation develops as they consider the range of phenomena that can be appropriately described within that central idea. This cataloging gives narrators a resource for fleshing out their stories, augmenting the storyteller role. Audience members can capitalize on the central idea of a meaning set in attempting to co-narrate and to comment. In responding to audience contributions, narrators deal with the issues of speaking rights and the boundaries of the narrative itself. (Author/MSE) ED252062

Roney, R. C. (1989). Back to the Basics with Storytelling. Reading Teacher v42 n7 p520-23 Mar 1989. Describes how storytelling helps children develop competence in reading and writing skills by providing frameworks for understanding text. Suggests stories that can be used, and discusses possible extension activities. Notes that teachers should choose a variety of fictional, biographical, and informational tales so children are exposed to different genres. (MM) UMI EJ385155

Roney, R. C. (1997). Content Analysis of Reviews of Recent Storytelling Performances. Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. As a preamble to the development of a storytelling aesthetic, a study analyzed written reports of recent storytelling events to investigate the claim that little theoretical and critical language regarding storytelling is currently in use. Ninety-six reviews of storytelling performances by 11 different storytellers were examined. Sixty were classified as feature articles, 36 as reviews, and none as criticism. Ten basic categories of comments emerged: (1) negative comments; (2) generic positive comments about performers or performances; (3) general positive comments involving the storyteller's effect on an audience; (4) general positive comments involving the persona of the teller; (5) general positive comments involving comparison; (6) general positive comments involving story content or construction; (7) general positive comments regarding story delivery; (8) specific positive comments regarding story content or construction; (9) specific positive comments regarding story delivery; and (10) specific positive comments involving a performer's style. Analysis showed that only 60 of a total of 237 judgmental comments were valuable for revealing terminology useful for establishing a critical storytelling lexicon. From those comments 40 terms emerged, 20 of which were purely nominal in nature and 32 of which were borrowed from other arts. Thus, the study found that the majority of the comments, though relevant to the art of storytelling, were too vague and imprecise to be of value in serving as a basis for developing a critical language for the art. Moreover, it was clear that reviewers of storytelling performances had little conscious conception of the uniqueness of the art. Nonetheless, some judgmental comments did reveal concepts, more frequently implicitly than explicitly, which might serve as a starting point for developing a storytelling aesthetic. (Contains 3 tables of data and 10 figures.) (SR) ED409562

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Saad, M. S. M. (1993). History, Dreams and Reality: Storytelling Programs in Malaysia. Dreams and Dynamics. Selected Papers from the Annual Conference of the International Association of School Librarianship (22nd, Adelaide, South Australia, Australia, September 27-30, 1993); see IR 056 045. Malaysia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Storytelling, a powerful means of providing children and adults with life-enhancing mental images, has been a tradition practiced by most cultures throughout the world. Passed on from one generation to another, the stories freed the imagination and stretched the capacity for such feelings of joy, sorrow, sympathy, and hope. The stories usually have a universal message, especially in their aim to cultivate positive norms in societies. The characters or settings might be different but the plots, themes, and genres are identical. The paper describes the history of storytelling in Malaysia, with emphasis on Malay storytelling, and describes current storytelling activities for children in libraries. Methods of storytelling, storytelling contests, professional storytelling groups, and examples of three libraries' storytelling programs are also discussed. Storytelling activities are facing challenges from the technological developments of television, computers, and video arcades. Despite lack of staff, budget and other constraints, libraries are working diligently to carry on storytelling activities. Puppets, drama, television, and video-discs are among the methods used everywhere by storytellers today to reach their audiences. The motive of storytelling will always be the same, to entertain and educate the audience. Appendices contain a list of storytellers by state and method of presentation, tables of libraries and library activities, libraries and storytelling information, and methods used in storytelling at each library. (SWC) ED399937

Sanacore, J. (1981). Creative Writing and Storytelling: A Bridge from High School to Preschool. New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Phi Delta Kappa, 8th and Union, Bloomington, IN 47402 ($2.50). In addition to writing short stories, poems, and plays, seniors enrolled in a creative writing course in a New York high school compose and illustrate children's stories. They first become familiar with published works of children's literature so that they can learn to identify and appreciate story devices used by professional writers. As the students begin writing and illustrating their stories, improving the process rather than correcting the product is emphasized. When the stories are completed, volunteers learn storytelling techniques with which to tell their stoires: they may divide their plots into separate units of action and practice them in sequence; they may identify sections of their stories that should be memorized; they may practice up to twice a day for at least a week; and they may monitor their storytelling progress with tape recordings, with modification of their presentation based on thoughtful analysis. They then present their stories to preschool children participating in the school district's Child and Family Program. The benefits of meshing the creative writing unit with storytelling activities include the enjoyment of writing and "telling" stories, the positive reading experiences for children, and the development of a warm and loving relationship between the seniors and the children. Future plans for this program include extending the storytelling to the elementary school and to pediatric sections of local hospitals. (HTH) ED225177

Sanacore, J., & Alio, A. (1989). Reading, Writing, and Storytelling: A Bridge from the Middle School to the Preschool. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Students at Hauppauge Middle School are writing original children's stories and then telling these stories to preschool children. Before middle school students begin writing their stories, they participate in activities to help them develop a sense of their intended audience. As students write their stories, they work in small groups to discuss their developing stories in the context of activities and focus on story characteristics supporting the structure of text and on story devices reflecting aspects of language. The entire instructional emphasis is on guiding the process rather than on correcting the product. When the stories are completed, volunteers learn storytelling techniques. The creative writing unit and the storytelling activities represent a rewarding bridge from the middle school to the preschool. Hauppauge High School sponsors a preschool program through its home economics and careers department. Older and younger children benefit from their creative involvement, the teachers also gain useful insights about the importance of language stimulation for young children. Observation of the young children who are active in the program is continuous, and their parents, as well as participating middle school students and teachers, are surveyed. Findings show that most of the preschool children read more books, select a wide variety of materials, maintain a desire to read, and tell their own stories. The middle school students increase their sensitivity for communicating with a unique audience and they report an improved awareness of children's ability to use and appreciate language. (Three figures are included.) (MG) ED311416

Sasser, E., & Zorena, N. (1991). Storytelling as an Adjunct to Writing: Experiences with Gifted Students. Teaching Exceptional Children v23 n2 p44-45 Win 1991. The article describes use of storytelling activities integrated with reading and writing instruction for gifted students. Values of the approach include the real-life focus (students interviewed community adults); open-endedness (independent work was encouraged); task commitment; and skill enhancement in research, organization, and writing. (DB) UMI Report/ISSN: ISSN-0040-0599 EJ422888

Saul, E. W. (1995). Milton Meltzer, A Master of Historical Storytelling. Teaching and Learning Literature with Children and Young Adults v5 n2 p45-49 Nov-Dec 1995. Discusses the life, work, and working habits of Milton Meltzer, who has spent a good part of his life writing about people whose words and deeds have gone untended and been washed from the landscape of the historical record. (RS) Report/ISSN: ISSN-1063-5092 EJ521309

Schank, R. C., & Colby, K. M. (Eds.). (1973). Computer models of thought and language. San Francisco: W. H. Freeman. Book

Schank, R. C., 1946- , & 1946, S. r. c. (1977). Scripts, plans, goals, and understanding : an inquiry into human knowledge structures. Book

Schank, R. C., 1946-. (1982). Dynamic memory : a theory of reminding and learning in computers and people. Book

Schank, R. C., 1946-. (1982). Reading and understanding : teaching from the perspective of artificial intelligence. Book

Schank, R. C., 1946-. (1984). The cognitive computer : on language, learning, and artificial intelligence. Book

Schank, R. C., 1946-. (1986). Explanation patterns : understanding mechanically and creatively. Book keeper for now

Schank, R. C., 1946-. (1990). Tell me a story : a new look at real and artificial memory. Book essential

Schank, R. C., 1946-. (1994). Inside case-based explanation. Book

Schwartz, M. (1989). Storytelling: A Way to Look Deeper. English Journal v78 n1 p42-46 Jan 1989. Describes a workshop in which students read, seek stories to tell, choose one, work through exercises for learning and performing the story, and tell it to one or more audiences. Uses learning logs to prevent the students from abandoning writing during the course of the workshop. (RS) UMI EJ381845

Setterington, K. (1996). Storytelling for Teens. School Libraries in Canada v16 n4 p22-24 Fall 1996. The author tells how he began storytelling to teen audiences, how fairy tales were originally geared toward adult audiences, and highlights some of his favorites. Violent, gory, and humorous stories appeal to teens but invoke discussion and promote reading. Provides a list of storytelling hints and finding, learning, and practicing the story. (LAM) Report/ISSN: ISSN-0227-3780 EJ536262

SHAPIRO, L. R. (1990). DEVELOPMENTAL DIFFERENCES IN CHILDREN'S ABILITY TO PRODUCE STRUCTURALLY COHERENT AND LINGUISTICALLY COHESIVE PERSONAL NARRATIVES AND STORIES. Unpublished PHD, RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK (0190). A model of narrative development is proposed to facilitate understanding of children's ability to produce script narratives, personal narratives, and stories. The purpose of this investigation is to provide support for the model by examining development in children's cognitive and linguistic abilities for producing coherent and cohesive event-based narratives; that is, how children coordinate their knowledge of events, structure, and linguistic reference devices and translate 'knowing to telling' (White, 1980). The main premise of this model is that the amount of effort exerted in translation contributes to age differences in genre production. In the present study, 92 kindergarten and third grade children were given a baking experience and then were asked one week later to produce a personal narrative or story either with or without photographs. Narratives were compared on various measures of coherence (i.e., length and complexity, narrative components, overall narrative organization) and cohesion (i.e., conjunction, intraclausal devices, pronominal reference strategies). Results support the contention that children differentiate personal narratives at an earlier age than stories and there was also support for the prediction that children who have mastered the narrative's structural requirements would use more advanced cohesive devices. Moreover, the use of photographs detrimentally affected children's ability to produce coherent and cohesive narratives. The findings provide some support for the model and indicate that problems in the translation process contribute to age differences in genre production. Order #: AAC 9123312 ProQuest - Dissertation Abstracts keeper

Stobbe, J. (1994). Profile of Effective Bilingual Teaching, First Grade. Video Facilitator's Guide. Meeting the Challenge of Teaching Linguistically Diverse Students, Video Series. California Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Bilingual Research Group, 297 Clark Kerr Hall, Santa Cruz, CA 95064 or NCRCDSLL, 1118 22nd Street, N.W., Washington, DC 20037 (tape and guide available). The guide, intended to accompany a 26-minute videotape recording, gives background information to assist in discussion of effective classroom practices appropriate to linguistically and culturally diverse students in first grade. The first part reviews briefly the basic principles of effective instruction in multicultural/bilingual classrooms. The second part outlines some effective strategies for a bilingual classroom, using quotations from the video and focus questions as a basis for discussion. The strategies examined include thematic instruction, the language development approach, collaborative/cooperative learning, classroom organization, and a number of literacy development strategies and activities. A brief list of resources is included. Appended materials include suggested activities to be incorporated into 2-hour, half-day, and 1-day workshops based on the videotape. (MSE) ED378828

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Todd, H. E. (1973). Storytelling. Children's Literature in Education 12 42-47. Presents a personalized account of what goes into the writing of a successful children's story. (RB) EJ107231

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Warawa, B. (1989). Write Me the Story: Responding to Literature through Storytelling. English Journal v78 n2 p48-50 Feb 1989. Describes one high school English teacher's experiment with assigning stories instead of analytical essays. Argues for retelling and storytelling as a valuable resource in the high school curriculum. (RAE) UMI EJ386847

Wellhousen, K. (1993). Eliciting and Examining Young Children's Storytelling. Journal of Research in Childhood Education v7 n2 p62-66 Spr-Sum 1993. A study of kindergarten children used three language-eliciting situations to obtain stories. The stories were compared for fluency, vocabulary, descriptive nature, and story structure. Results indicated that stories elicited without the use of a prop were more fluent and reflected a more sophisticated story structure than those elicited by a picture or by drawing. (TJQ) UMI Report/ISSN: ISSN-0256-8543 EJ496704

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