Jeni Riley|Andrew Burrell
Assessing children’s oral storytelling in their first year of school
University of London|University of London
paper discusses microstudy within intervention project conducted four london primary schools enhance spoken language skills reception children 60 children intervention comparison groups focus explore classroom assessment young childrens oral narrative skills effective early language literacy teaching children diverse backgrounds depends upon detailed knowledge childrens oral skills especially oral narrative skills since ability narrate report vital skill future academic success highly correlated later fluency reading teachers need detailed descriptions pupils spoken language skills especially important populations diverse story retelling activity developed used extensively new zealand gives teachers information pupils language skills entry school procedure tell used normal course classroom teaching evaluation use uk focus present study