Combining approaches for improving preschoolers’ narrative production skill

Abstract The development of the narrative production skill is one of the most essential goals set for young children’s literacy. Different practices, such as story reading, direct instruction, and playful learning, are proposed for fostering young children’s meaning-related skills, among which is narrative production. Considering the above, the purpose of the present study is to examine the effect of a two-month intervention program on preschoolers’ narrative production skills. The design of the intervention program is based on the combination of story reading, direct instruction, and playful learning for enhancing skills directly related to the narrative production skill. For the needs of the present study, a semi-experimental study was carried out. Sample children ( Ν = 32) were divided into an experimental group and a control group. The results of the present study, as they were evaluated through a norm-referenced criterion, showed the effectiveness of the proposed intervention on preschoolers’ narrative production skills, especially in relation to their ability to make inferences that interpret the story characters’ actions and emotional state.