The Effect of Storytelling and Sequencing Instruction on the Narrative Writing Skills of Nine Year Old Children

Abstract

Storytelling combined with sequencing instruction was explored as a viable method for improving the narrative writing skills of nine year old children. In this study, the students wrote narrative compositions before and after consistent exposure to storytelling and sequencing instruction. The compositions were rated holistically. The difference between the first and second scores of the compositions indicates a significant improvement in the students' narrative writing after their experience with storytelling and sequencing instruction.