Emergent readers' importations and behaviours during storytelling

Abstract

This study considered reading behaviours and importations that emergent readers used in their attempts at narrating three stories in Maltese. Reading behaviours included labelling, finger pointing to pictures/print and book handling. Importations included references made to pictorial information, background knowledge, personal experience, previously read-aloud sessions and other books. The study was conducted in two Year 1 classrooms in a primary state school in Gozo. Three read-aloud sessions with each of three selected stories were conducted in each classroom, yielding a total of 18 read-aloud sessions. These were followed by children's individual narrations of each of the three stories which were audio-recorded. Interviews with both class teachers were conducted to obtain information about how they conduct their storytelling sessions. Home environment questionnaires were distributed to the parents of the children involved to obtain information about storytelling at home. The data were analysed for the whole sample, by class and by gender. Results of the read-aloud sessions suggest that children do not ask questions in class during storytelling. Results of the narrations indicated that with the exception of three, all were unable to read from print and maximized the use made of pictures. The implications of these findings are discussed with reference to classroom techniques.