Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits

Abstract Many students struggle to acquire adequate reading comprehension and writing skills. Although word recognition spelling are needed fully actualize these skills, the oral language aspects of can be taught practiced without text. Oral storytelling is good for all students, but it may essential with code‐related disabilities limited proficiency in mainstream academic U.S. schools. The purpose this article offer as a versatile classroom‐based approach advancing diverse students' well facilitating their social–emotional development. Based on an extensive theoretical empirical literature, we propose seven strategies teachers implement infuse classrooms.