Irena Y. Maureen, Hans van der Meij, Ton de Jong
This study reports on the effectiveness of an organised set of storytelling activities that aimed to enhance early literacy development. There were three conditions in the study. In the control condition, regular literacy development activities took place. In one experimental condition, the set of activities included oral storytelling. In the other experimental condition, the activities included digital storytelling. Participants were 59 four- to five-year-old children from three kindergarten classrooms, and the intervention lasted 6 weeks. Children were assessed before and after the intervention for their early literacy skills development using two standardised tests and one non-standardised test. The results on the standardised tests showed that there was equally strong literacy development in all conditions. On the non-standardised post-test, the children in the experimental conditions did better than the control group. The discussion draws attention to the specific qualities of the intervention for early literacy development, and the benefits of testing this development with a mixture of standardised and dedicated tests. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Instructional Technology, Faculty of Behavioral Management and Sciences, University of Twente, Enschede, Netherlands; Department of Educational Technology, Faculty of Educational Sciences, Universitas Negeri Surabaya, Indonesia
