Keywords
oral skills
narrative strategies
language
children's communacation
narrative strategies
language
children's communacation
How to Cite
Parra Romero, S. M., & Sagñay Illapa, B. E. (2024). Narrative strategies to stimulate oral skills in children. Universidad Ciencia Y Tecnología, 28(Special), 108-117. https://doi.org/10.47460/uct.v28iSpecial.777
Abstract
Oral competence in children is related to those abilities to communicate effectively, using speech, language, and linguistic expressions. This study aimed to apply narrative strategies in preschool children. The work had a quantitative and experimental approach. A sample of 25 children was used, and evaluated with a reliable observation sheet that reached a Cronbach's Alpha of 0.987. The results showed a significant improvement in oral skills, as 64% of students who were initially deficient achieved a better level in the post-test. In addition, the results reveal that narrative strategies are a valuable source of help for the development of children's language, as well as to develop creativity and imagination, which are essential for the integral development of the child.
References
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[14] J. Zúñiga, «Promoting the Pedagogical Use of Pictograms: A Case Study,» Brazilian English Language Teaching Journal, vol. 12, nº 1, pp. 1-16, 2021.
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[16] J. Lawson-Adams, D. K. Dickinson y J. K. Donner, «Sing it or speak it?: the effects of sung and rhythmically spoken songs on preschool children's word learning,» Early Childhood Research Quarterly, vol. 58, pp. 87-102, 2022.
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[2] A. Portilla, V. Almanza , D. Castillo y G. Restrepo, «El desarrollo de las habilidades narrativas en niños: una revisión sistemática de la literatura,» Revista de Investigación en Logopedia, vol. 11, nº 2, 2020.
[3] G. Pinto, C. Tarchi y L. Bigozzi, «The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure.,» The British Journal of Educational Psychology, vol. 85, nº 4, p. 551–569, 2015.
[4] R. Acosta, M. Andino, T. Barros, M. Guerrero y S. Tapia, «Prevalencia del retraso simple del lenguaje en niños escolares de nueve parroquias rurales del Distrito. Metropolitano de Quito.,» Revista de la Facultad de Ciencias Médicas,, vol. 4, nº 1, pp. 32-38, 2016.
[5] Y. Guevara y J. Rugerio, «). Interacciones profesor-alumnos durante lectura de cuentos en es-cuelas preescolares mexicanas,» Revista Mexicana de Investigación Educativa, vol. 22, nº 74, pp. 729-749, 2017.
[6] B. Rabéa, «El desarrollo de la expresión oral en lengua extranjera,» Centro virtual de Cervantes, 2017.
[7] J. Bronckart, Teorías del lenguaje, Barcelona: Herder, 1980.
[8] J. Palacios, A. Marchesi y C. Coll, Desarrollo psicológico y evolución. Psicología educativa., Madrid: Alianza Editorial, 2014.
[9] A. M. Liberman y I. G. Mattingly, «The motor theory of speech perception revised,» Cognition, vol. 21, nº 1, pp. 1-36, 1985.
[10] L. Fadiga, L. Craighero, G. Buccino y Rizzolat, «Speech listening specifically modulates the excitability of tongue muscles: a TMS study,» European journal of Neuroscience, vol. 15, nº 2, pp. 399-402, 2002.
[11] M. Plaza, «Le développement du langage oral. Contraste, 39, 99-118.,» Contraste, vol. 39, pp. 99-118.
[12] T. D. Spence y D. B. Petersen, «Narrative intervention: Principles to practice.,» Language, Speech, and Hearing Services in Schools, vol. 51, nº 4, pp. 1081-1096, 2020.
[13] K. Favot , M. Carter y J. Stephenson, «The effects of oral narrative intervention on the narratives of children with language disorder: A systematic literature review,» ournal of Developmental and Physical Disabilities, vol. 33, pp. 489-536.
[14] J. Zúñiga, «Promoting the Pedagogical Use of Pictograms: A Case Study,» Brazilian English Language Teaching Journal, vol. 12, nº 1, pp. 1-16, 2021.
[15] V. Pachón-Achury, D. M. Camargo-Vargas y H Castro, «Puppets: a strategy to develop oral expression in French,» Enletawa Journal, vol. 15, nº 2, pp. 1-25, 2022.
[16] J. Lawson-Adams, D. K. Dickinson y J. K. Donner, «Sing it or speak it?: the effects of sung and rhythmically spoken songs on preschool children's word learning,» Early Childhood Research Quarterly, vol. 58, pp. 87-102, 2022.
[17] J. Lepolaa, A. Kajamies y M. Tiilikainen, «Opportunities and participation in conversations: The roles of teacher’s approaches to dialogic readingand child’s story comprehension,» Journal of Early Childhood Education Research, vol. 11, nº 1, pp. 204-232, 2022.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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