Context
The latest PISA survey results showed that in 2018, about 1 in 5 15-year-olds in Europe (21.7%) were failing in literacy. However, reading and writing are generally taught to children from the age of 4. How can these poor results be explained? This may be due to the fact that once mastered, the medium of writing is primarily used to assess other types of knowledge rather than being considered a knowledge domain in itself. However, with the Storias project, we believe that reading and writing should not only be a means to an end. Indeed, it has been shown that by telling stories, children can develop a wide range of additional skills (such as listening, attention, memorization, and creativity) and expand their areas of knowledge (such as vocabulary and writing skills). For children with specific learning disabilities, storytelling may have an even greater impact, giving them a greater chance of developing a strong literacy foundation later on.
Challenges
The Storias project wishes to respond to 3 challenges:
How do you implement storytelling at home and in the classroom?
How can storytelling be adapted to the needs of children with specific learning disabilities?
How do we train teachers to integrate storytelling at home and in the classroom?
Objectives
- Create a multi-sensory storytelling experience to learn by stimulating visual, kinesthetic, auditory practices…
- Create story boxes that include an activity manual and storytelling materials
- To imagine one’s own stories and make them evolve as one acquires them
Resources
24
story boxes
24
participatory stories
1
pedagogical guide
1
creation manual
1
implementation guide
Les partenaires
Logopsycom
As a center for educational innovation, Logopsycom creates and uses alternative methods or tools (digital or not) to support schools, vocational training centers, educational organizations, youth and parents. The center is specialized in learning disorders in young people, especially in “dys” disorders (dyspraxia, dysphasia, dyslexia…).
