Untersuchungen zeigen, dass Kinder, die häufig Geschichten hören und selbst erzählen, über einen grösseren Wortschatz verfügen, komplexere Sätze bilden und ein besseres Textverständnis entwickeln.
Mehr zur Forschung:
Crawford, Patricia, and Daniel Hade. “Inside the Picture, Outside the Frame: Semiotics and the Reading of Wordless Picture Books.” Journal of Research in Childhood Education 15, no. 1 (2000): 66-80.
Isbell, Rebecca, Joseph Sobol, Liane Lindauer, and April Lowrance (2004). “The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children.” Early Childhood Education Journal 32, no. 3 (2004): 157-163.
Koehnecke, Dianne. “Increasing LIteracy Through Storytelling.” Reading Improvement 37, no. 4 (2000): 187.
Phillips, Louise. “The Role of Storytelling in Early Literacy Development” U.S. Department of Education Office of Educational Research and Improvement.