Oral Storytelling within the Context of the Parent-Child Relationship

Cutspec, P. A. (2006) 'Oral Storytelling within the Context of the Parent-Child Relationship' WASHINGTON; Talarin Research Institute (1) 2

Good for establishing foundations of literacy in special needs as well as in the early years - could continued reading and storytelling before school effect not only ability, but willingness to understand in later years?

ABSTRACT
(1) using oral storytelling to build a foundation of motivation for emergent literacy;
(2) using oral storytelling as an approach based on the home environment and parent modeling behaviors.


MAIN
'We emphasize that reading to young children is important for language and literacy growth, but it can be overdone. After several days of too many hours of reading every day, the reading experience might well start to become distasteful for a child.'


'Vocabulary, language skills, and knowledge about the world are acquired during interesting conversations with responsive adults. Talking about books, about daily happenings, about what happened at day care or at work not only contributes to children’s vocabularies, but also increases their ability to understand stories and explanations and their understanding of how things work – all skills that will be important in early reading.'


'During the first months and years of life, children’s experiences with language and literacy can begin to form a basis for their later reading success (Bergin, 2001; Burns et al., 1999). Therefore, vocabulary, language skills, and knowledge about the world are acquired during interesting conversations with responsive adults - most importantly, parents. The key to building motivation as a foundation for emergent literacy is to keep in mind that knowledge about and love for literacy can develop only through experience.'

LOTS OF RESEARCH INFLUENCED / TAKEN FROM BURKE

Writing As People; Voice, Poetry and the Special Needs Student

Blake, B. E. & Kuhn, S. (1997) 'Writing As People; Voice, Poetry and the Special Needs Student' EDRS; Scottsdale (US)

Good for establishing ideas and linking to literacy through reality. Good case studies of special needs.

ABSTRACT:
'Poetry is a powerful avenue in which students can learn to express their voices and 'write like people'. In the special needs classroom, where students specifically have problems with narrative structure... developing voice through poetry becomes especially crucial.'



POETRY
'poetry, as a special way of knowing can help students to learn about [their] feeling selves, [to] learn how to give audience to others and become members of a culture, to ultimately learn how to use words in the company of others, to reconstruct reality' (Blake, 1990)


'it is precisely because there are fewer or 'no' rules for creative expression, that the structure seems less inhibitive, affording students genuine opportunities to 'control' or to 'own' what they write.'


'because we have not traditionally listened to the voices of special needs students, poetry as a way of knowing and learning affords these students even greater opportunities to teach us about who they are.'