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Peer reviewed Peer reviewed
ERIC Number: EJ705144
Record Type: Journal
Publication Date: 2004-Jun-22
Pages: 7
Abstractor: ERIC
ISSN: ISSN-0034-0510
An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training and Classroom Integration
Groce, Robin D.
Reading Improvement, v41 n2 p122 Sum 2004
The purpose of this manuscript is to describe how elementary teachers used their experiences in a storytelling inservice training to teach lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously collecting and analyzing data. Storytelling was found to be a valuable tool for motivating students to listen and engage in content area lessons, improve reading skills in the content areas, and as a springboard for beginning units and skill development. Teachers' understandings and implementation of classroom storytelling were heightened as a result of their participation in the inservice training and subsequent qualitative study. The teachers described in this manuscript were involved in a one-day storytelling inservice and participated in a subsequent qualitative study of their experiences with the storytelling training session and the implementation of storytelling in their classrooms. Storytelling was found to be effective in creating interest and improving reading skills in activities associated with social studies, science, language arts, and bilingual education.
Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A