Oral Narrative Instruction Improves Kindergarten Writing

Abstract Writing is a critical literacy skill that emerges in kindergarten. The research literature has only addressed transcription skills of kindergarteners and has failed to address text generation. The purpose of this action-research study was to investigate the effect of oral language instruction that focused on narrative text structures on kindergarten students’ ability to generate written narrative text. We conducted a concurrent multiple baseline design across three groups of students with two participants in each group. Students received six instructional sessions that involved the teacher modeling a story and supporting the students while they retold and generated oral stories. Pictures and icons were used to represent story grammar elements, but were faded within session to facilitate independent storytelling. The oral language instruction had an immediate positive effect on the narrative quality of students’ writing. Individual and overall effects were significant and maintained three to four weeks later. Findings suggest an efficient causal relation between oral language instruction and writing quality.