Date of Award
5-2017
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Nicole Wilcox
Department/School
Elementary Education, Montessori Elementary Education
Abstract
This study investigated the impact an oral storytelling component had on students’ story writing. The study took place over six weeks in an Elementary classroom at a small independent Montessori school. Eight Lower Elementary students (ages 6-9) listened to stories told by the teacher, or orally told ideas for their stories, prior to thirty minutes of story writing. Also, approximately halfway through the study, the students participated in a storytelling workshop conducted by a professional storyteller. Data sources included pre-intervention and weekly writing samples, engagement observations, a writing rubric to code the writing samples and a student writing attitude scale completed before and after the intervention. Over the course of the study, students’ time engaged in the writing process and quality and length of their stories increased. Additionally, after the storytelling workshop, improvement in student writing increased at a faster rate than before the workshop. Further research could study if an oral storytelling workshop implemented earlier in the school year could have a greater impact over a greater length of time.
Recommended Citation
Johnson, Jennifer N.. (2017). Does storytelling affect story writing in a Lower Elementary classroom?. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/207
Included in
Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons