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dc.contributor.authorMadondo, Fortunate
dc.contributor.authorDampier, Graham
dc.date.accessioned2024-07-29T10:45:02Z
dc.date.available2024-07-29T10:45:02Z
dc.date.issued2022-05-26
dc.identifier.citationMadondo , F & Dampier , G 2022 , ' Storytelling strategies for facilitating the development of comprehension: A case for pre-schoolers in Zimbabwe ' , Journal for Language Teaching , vol. 55 , no. 2 , pp. 45–67 . https://doi.org/10.4314/jlt.v55i2.2
dc.identifier.issn0259-9570
dc.identifier.otherORCID: /0000-0002-4549-7060/work/164840523
dc.identifier.urihttp://hdl.handle.net/2299/28074
dc.description© 2021, South African Association for Language Teaching (SAALT). This is an open access article under the Creative Commons Attribution-Non Commercial-No Derivatives CC BY-NC-ND licence, https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.abstractThe study explored storytelling strategies used by teachers to facilitate children’s development of story comprehension. Seven educators and forty-four preschoolers, aged three to five years, participated in the study at a primary school situated in Masvingo, Zimbabwe. Learners listened to six cultural stories randomly selected from different genres that included fables, myths, and legends. A Grounded Theory approach to data gathering and analysis was used to develop the ‘recycling of knowledge’ theory. Findings suggested that ‘recycling of knowledge’ served as the primary social process, which provided teachers with the most effective strategies for improving children’s comprehension of stories. The study recommended that Early Childhood Development (ECD) educators should implement strategies involved in the recycling of knowledge theory to improve children’s early literacy and story comprehension.en
dc.format.extent23
dc.format.extent1271539
dc.language.isoeng
dc.relation.ispartofJournal for Language Teaching
dc.titleStorytelling strategies for facilitating the development of comprehension: A case for pre-schoolers in Zimbabween
dc.contributor.institutionHertfordshire Law School
dc.description.statusPeer reviewed
rioxxterms.versionofrecord10.4314/jlt.v55i2.2
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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