Oral Narrative Instruction Improves Kindergarten Writing

Writing is a critical literacy skill that emerges in kindergarten. The research literature has only addressed transcription skills of kindergarteners and failed to address text generation. purpose this action-research study was investigate the effect oral language instruction focused on narrative structures kindergarten students’ ability generate written text. We conducted concurrent multiple baseline design across three groups students with two participants each group. Students received six instructional sessions involved teacher modeling story supporting while they retold generated stories. Pictures icons were used represent grammar elements, but faded within session facilitate independent storytelling. had an immediate positive quality writing. Individual overall effects significant maintained four weeks later. Findings suggest efficient causal relation between writing quality.