Title: The value of Reading Aloud and Storytelling to improve comprehension, receptive skills and visual literacy of the EFL student. (99)

“The language of books is learned - not taught” (Paul Jennings, p 19). Second language students read by sight FIRST - they need words to associate to phonetic learning and by listening they can hear the words in context and learn vocabulary step by).

The educational value of using stories: Stories are perfect for teaching language because when students, regardless of age, listen they will eventually begin to recognise words and phrases they hear. Storytelling enhances listening skills while Reading Aloud enhances visual skills, listening skills and learning.

Storytelling and read-aloud sessions are perfect times for engaging in conversation because the reader and the listener can talk about the story, the pictures, the words, the values and the ideas. Stories address universal themes and allow students to think about important issues. This is a non-threatening environment and students can share their ideas without the fear of making mistakes.

Before long they begin to pick up on ‘visual’ literacy through the look of the print, the way words work in sentences. Listening to storytelling and reading exposes the students to important elements like rhyme, rhythm and repetition. Students can listen to a story on a much higher language level and be exposed to vocabulary and complex ideas. An example is ‘Charlotte’s Web’ which is written for the average eight year old, but can be enjoyed by a four year old, when read to.

Students need to be taught when they read in a foreign language that not every word needs to be understood. One does not read that way in one’s native tongue and therefore the same rule applies when reading in English.

Choosing a story to tell/read: Use stories that have an international reputation and contain authentic examples of English as well as literary elements such as repetition, rhyme, humour, suspense, etc. Look for stories that develop social skills and build on general knowledge. (Paula Stoyle Storytelling - benefits and tips.) Use stories that are important to their culture and age.

Stories can be made up, designed for a specific lesson. Comprehension - the meaning of the text is the key - the teacher can help this process by explaining difficult words as students can get the gist of a word from the meaning of the text - they need to read it silently and then reread as often as necessary. Read the sentences surrounding the new word(s) as to clues to the meaning of the new word(s). The students will hear how the words are used in context of the story and this is far more beneficial then simply memorizing a list of words for spelling!

How do we tell/read a story: Reading aloud and Storytelling is an art form and we have to hook the listener with the delivery of our first line.

• One must express emotions and reactions - expressive storytelling/reading will be remembered. One needs to use silence, pauses and emphasize words for dramatic effect.
• Maintain eye contact and pace yourself
• Visualize it - think of it as a comic strip
• Create your own version. Retell it numerous times to yourself
• Be focused and maintain concentration
  (Storytelling - benefits and tips. Paula Stoyle)

Stories are a great initiator for other activities:

• They can illustrate the story in comic strips - excellent exercise for visual learners
• students can recount it and write a “sequel” to the story
• The students can act out parts of the story - there are many interactive stories available that could either be read or told to them. Younger students especially enjoy actions to go along with the story.
• Another way would be to divide the students into pairs and start telling a story. At certain points in the story one pauses and ask the students to discuss the story with their partner. The various options can then be discussed with the teacher. It is important that the story has a familiar cultural or literary background for the students and traditional fairy tales are perfect for retelling.

There’s no doubt that storytelling and reading aloud teaches and that ALL students, love being told a story and being read aloud to.

Bibliography:

Fox, Mem. Reading Magic. Why reading Aloud to Our Children Will Change Their Lives Forever. New York: Harvest Books, 2001 Jennings, Paul. The Reading Bug: … And How You Can Help Your Child Catch It (Paperback) New York: Penguin, 2004 Muller, Patricia. “The Story of Read Aloud.” Virginia Libraries. July/August 2000: vol. 46: 3.

Pamela E. Venter