Oral storytelling competence among five- and six-year-olds

The aim of this research project is to look for traces of reading practice at nursery schools in the children’s oral storytelling, and to identify relationships between the nursery school’s reading culture and language use by the children.

The background for this work is a three-year development project where children in seven Norwegian nursery schools were involved in daily reading activities – both spontaneous and organised – as part of the nursery school’s educational provision (Hoel, Kaasa and Braathen, 2008; Hoel and Helgebold, 2007).

The organised method adopted, dialogic reading (Hoel, Wagner & Oxborough, 2011), focuses particularly on language stimulation within the framework of reading activities (Whitehurst et al, 1988).

A sample group of children from three of the nursery schools involved in the reading project has been monitored in their transition to primary school. Children from a local authority where the same purposeful commitment has not been pursued form a control group. A total of 35 children have participated in the study.

Data have been acquired in two stages – immediately before the children completed nursery school, and at the same time one year later when they have spent almost a year in primary school.

PhD student: Trude Hoel
Supervisor: Vibeke Hetmar