Enhancing Literacy Skills Among Kindergarten Learners Through Storytelling: An Autoethnographic Inquiry
Keywords:
storytelling, autoethnography, kindergarten literacy, emergent literacy, vocabulary developmentAbstract
This autoethnographic study examines the impact of storytelling on the literacy development of kindergarten learners from the perspective of a teacher-researcher. It explores how storytelling functions as a meaningful bridge between spoken language and emergent literacy skills. Guided by the IMRAD structure, the study documents reflective teaching experiences over a six-week instructional period in which storytelling was intentionally integrated with drama, play, and interactive classroom activities. Data were gathered through systematic observation and reflective narration of classroom interactions. Findings indicate that consistent and interactive storytelling significantly enhances key early literacy skills, including phonological awareness, vocabulary development, and alphabet knowledge. Learners demonstrated increased engagement, improved language use, and stronger participation in literacy-related tasks when storytelling was delivered through dynamic and participatory approaches. The results further highlight that the teacher’s enthusiasm, narrative delivery, and ability to facilitate interaction play a crucial role in sustaining learners’ interest and comprehension. Overall, the study concludes that storytelling is an effective pedagogical strategy for fostering literacy development and cultivating a positive disposition toward reading among kindergarten learners.
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