The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries
Abstract
This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.
Related Content
|
Anuradha Sathiyaseelan, Sathiyaseelan Balasundaram, Bishal Patangia, R. R. Soumya.
© 2024.
16 pages.
|
|
Damini Saini, Shashwat Ranjan.
© 2024.
14 pages.
|
|
Shreya Chawla, Madhu Giri.
© 2024.
31 pages.
|
|
Elif Baykal.
© 2024.
15 pages.
|
|
S. Akila, Benadict Savitha.
© 2024.
21 pages.
|
|
C. Vijayabanu, Madhu Midha, Siddharth Ram.
© 2024.
15 pages.
|
|
Reena Ryall.
© 2024.
21 pages.
|
|
|