Storytelling: a mode to better writing

The rate of Canada’s literacy — reading and writing ability — is dropping. According to Statistics Canada, 15 per cent of 16 year olds underperform in writing tasks and the number of adults who have low literacy levels will increase by 25 per cent in the next two decades. Imagine being surrounded by individuals who can’t fill out forms, read directions or write a note.

Canadian school boards are taking these numbers seriously by putting a greater emphasis on teaching writing skills. How best to do this, however, is unclear.

“While studies suggest we need to improve written performance in North America, research pointing to the best instructional strategies is needed,” says Ofra Aslan, MA 95, PhD 12, who earned her graduate degrees from Concordia’s Educational Technology Program in the Department of Education.

Fortunately, Aslan had a theory. With support from her thesis supervisor, Richard Schmid, professor and chair of Concordia’s Department of Education, and funding from the Quebec Ministry of Education, Leisure and Sports, she was able to test it. Aslan felt that there might be a role for oral storytelling in teaching students how to write. She came about this idea naturally — as a mother of three, storytelling has been part of her daily routine for more than 20 years.

Rehearsing what will be written

The connection between oral skills and reading — for example, repeating words verbally while reading them — has already been well documented. However, a similar relationship between speaking and writing is not as well characterized. Aslan was the first to look at the impact of oral language on writing in young children.

She used the online tool VoiceThread to introduce folktales to grade five and six students. Once the story was read, one group of children was asked to retell the story as a group and then rewrite it individually. Another group was asked to rewrite the story without retelling it. Her study found storytellers became better writers.

“Orally retelling the story as a group improved the students’ writing, including story length, structure and grammar,” says Aslan. “It’s like the children are rehearsing what they will write.”

Aslan suggests that the group-retelling and a cooperative environment have a large impact on learning as well. The stronger students mentor the weaker ones. “During this time, new words and different interpretations of the story are introduced,” says Aslan. “This information will eventually become integrated into the children’s individual story.”

This teaching technique also worked for children who had learning disabilities. “Given that the process of writing is difficult for normal children, it is daunting for children with learning disabilities,” says Aslan. “It was rewarding to see that all the children improved their writing after retelling the story.”

Technology in the classroom

Not only did Aslan make a discovery about how to enhance writing skills, she also identified which technology would most effectively help the students.

“VoiceThread was easy to use and required minimal support from the teacher. The students loved working with the online tool and consequently were very engaged. It was also a great monitoring tool where teachers could easily observe and track the students’ activity,” she says. “Identifying an instructional tool which is effective and easy to apply is of great educational value.”

Forward-thinking support

Aslan credits the support of the Educational Technology program for her success, noting that Concordia is currently the only university that offers a PhD in this area. She has gone on to become an advocate and instructor who teaches educational technology in Concordia’s Department of Education.