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Cited by 223Early Childhood Education and DevelopmentReading and Literacy DevelopmentLanguage Development and Disorders

The DOI matches its Crossref record; 86 of the 89 references it cites were found in a registry or an index.

Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

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Nicolopoulou, Ageliki, Cortina, Kai Schnabel, Ilgaz, Hande, Cates, Carolyn Brockmeyer, de Sá, Aline B.·2015·Early Childhood Research Quarterly
DOI 10.1016/j.ecresq.2015.01.006PMC PMC4391821
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Abstract

This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children's school readiness: narrative and other oral-language skills, emergent literacy, and social competence. A total of 149 low-income preschoolers (almost all 3- and 4-year-olds) participated, attending six experimental and seven control classrooms. The STSA was introduced in the experimental classrooms for the entire school year, and all children in both conditions were pre- and post-tested on 11 measures of narrative, vocabulary, emergent literacy, pretend abilities, peer play cooperation, and self-regulation. Participation in the STSA was associated with improvements in narrative comprehension, print and word awareness, pretend abilities, self-regulation, and reduced play disruption. For almost all these measures, positive results were further strengthened by the frequency of participation in storytelling by individual children, indicated by number of stories told (NOST). The STSA is a structured preschool practice that exemplifies child-centered, play-based, and constructivist approaches in early childhood education, and that can operate as a curriculum module in conjunction with a variety of different preschool curricula. This study confirmed that it can contribute to promoting learning, development, and school readiness for low-income and otherwise disadvantaged children.

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Research works printed but not linked: 2

  1. Bodrova, 2009, Tools of the mind: A Vygotskian-based early childhood curriculum, Early Childhood Services, 3, 245
  2. Dickinson, 2006, A window of opportunity we must open to all: The case for preschool with high-quality support for language and literacy, Vol. 2, 11

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Metadata

Authors
Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B.
Affiliations
  • Lehigh University (US)
  • University of Michigan (US)
  • Bilkent University (TR)
  • New York University (US)
Corresponding author
Nicolopoulou, Ageliki
ORCID
Venue
Early Childhood Research Quarterly
Publisher
Elsevier BV
Published
2015
Volume
31
Pages
147-162
ISSN
0885-2006 (ISSN-L)
DOI
10.1016/j.ecresq.2015.01.006
PMC
PMC4391821
OpenAlex
W2037066680
Cited by
195
References
89
Citations by year
2026: 24 · 2025: 18 · 2024: 23 · 2023: 20 · 2022: 23 · 2021: 23 · 2020: 20 · 2019: 17 · 2018: 11 · 2017: 10 · 2016: 4 · 2015: 1
FWCI
43.20
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Early Childhood Research Quarterly (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
  • Bilkent University Institutional Repository (Bilkent University) (submittedVersion)
Funders
  • National Institutes of Health
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (R21HD046909)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Keywords
storytelling, narrative skills, spoken language, emergent literacy, social competence, school readiness, pretend play, self-regulation, print awareness, vocabulary, early childhood curriculum, disadvantaged children

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