Storytelling as a foundation to literacy development for Aboriginal children: Culturally and developmentally appropriate practices

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dc.contributor.authorMcKeough, Anne M.
dc.contributor.authorBird, Stan
dc.contributor.authorTourigny, Erin
dc.contributor.authorRomaine, Angela
dc.contributor.authorGraham, Susan
dc.contributor.authorOttmann, Jacqueline
dc.contributor.authorJeary, Joan
dc.date.accessioned2020-05-11T16:41:48Z
dc.date.available2020-05-11T16:41:48Z
dc.date.issued2008-05
dc.description.abstractThere is substantial evidence that Aboriginal youth face serious challenges in schooling, in general, and in literacy development, specifically. Thus, it is essential to design early literacy programmes that engage Aboriginal children and produce positive outcomes. In this article, the authors propose that such programmes include oral storytelling by teachers and students because it is a precursor to reading and writing across cultures and a traditional Aboriginal teaching tool. Moreover, storytelling fits with Aboriginal epistemology -- the nature of their knowledge, its foundations, scope, and validity. The authors begin by reviewing a representative sample of the research that has examined the outcomes of early literacy instruction with Aboriginal children. Next, the authors describe Aboriginal epistemology, highlighting the role of the oral tradition. Finally, the authors describe an ongoing study aimed at supporting early literacy development through a developmentally and culturally appropriate oral storytelling instruction programme.en_US
dc.identifier.citationMcKeough, A. M., Bird, S., Tourigny, E., Romaine, A., Graham, S. A., Ottmann, J., & Jeary, J. (2008). Storytelling as a foundation to literacy development for Aboriginal children: Culturally and developmentally appropriate practices. "Canadian Psychology". 2008: 49(2). pp. 148-154. http://dx.doi.org/10.1037/0708-5591.49.2.148en_US
dc.identifier.doihttp://dx.doi.org/10.1037/0708-5591.49.2.148en_US
dc.identifier.issn0708-5591
dc.identifier.urihttp://hdl.handle.net/1880/112019
dc.identifier.urihttps://doi.org/10.11575/PRISM/43704
dc.language.isoengen_US
dc.publisherCanadian Psychological Association : Canadian Psychologyen_US
dc.publisher.departmentPsychologyen_US
dc.publisher.facultyArtsen_US
dc.publisher.hasversionpublishedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.titleStorytelling as a foundation to literacy development for Aboriginal children: Culturally and developmentally appropriate practicesen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
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