[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594240-105":59,"doc-detail-594240-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","supporting-indigenous-childrens-oral-storytelling-using-a-culturally-referenced-developmentally-based-program","Supporting Indigenous Children’s Oral Storytelling Using a Culturally Referenced, Developmentally Based Program","","Study addresses systemic inequities affecting Indigenous children’s education outcomes in Canada, focusing on early literacy. In partnership with a Stoney Nakoda community, a university research team designed an instruction program that uses storytelling as a pathway to literacy growth. Indigenous collaborators increased cultural relevance, while developmental expertise supported scaffolded instruction. A total of 100 children aged 5–7 completed an eight-month program with pre/post storytelling and recall assessments, showing more complex, culture-referencing stories and improved gist recall.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-indigenous-childrens-oral-storytelling-using-a-culturally-referenced-developmentally-based-program/594240/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-indigenous-childrens-oral-storytelling-using-a-culturally-referenced-developmentally-based-program/594240.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the project address for Indigenous children in Canada?","Question",{"text":111,"@type":112},"It addresses systemic inequities that have harmed education outcomes, including challenges tied to colonial attitudes and practices.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the storytelling program designed for early literacy?",{"text":116,"@type":112},"Indigenous collaborators guided cultural adaptation, while non-Indigenous researchers applied developmental research to create scaffolded instruction supporting story-structure growth.",{"name":118,"@type":109,"acceptedAnswer":119},"What evidence of impact did the eight-month program produce?",{"text":120,"@type":112},"After instruction, children produced more complex, detailed stories with more cultural references and recalled the gist of read stories more accurately than same-age peers.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594240,1792078785,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Supporting Indigenous children’s oral storytelling using a culturally referenced, developmentally based program  \nMeadow Schroeder1, Erin Tourigny1, Stan Bird1, Jackie Ottmann2, Joan Jeary1, Duane Mark3,  \nClarice Kootenay3, Susan A. Graham4 and Anne McKeough1  \n1 Educational Psychology, University of Calgary, 2500 University Drive, Calgary, AB T2N 1N4, Canada, email: schroedm@ucalgary. ca  \n2 First Nations University of Canada, 1 First Nations Way, Regina, SK S43 7K2, Canada  \n3 Stoney Education Authority, Morley, AB T0L 1N0, Canada  \n4 Department of Psychology, University of Calgary, 2500 University Drive, Calgary, AB T2N 1N4, Canada  \nIndigenous communities in Canada have struggled with systemic inequities that have affected education outcomes of their children. In collaboration with a Stoney Nakoda community in Western Canada, a university research team, composed of Indigenous and non-Indigenous members, offered an instruction program designed to use storytelling as a gateway to early literacy development.  \nIndigenous researchers and collaborators guided program adaptation to increase its cultural relevance, and non-Indigenous researchers drew upon developmental research to tailor scaffolded instruction that supported increased story-structure complexity. A total of 100 children aged 5 to 7 years participated in an eight-month storytelling program, which included pre-and post-instruction assessments of storytelling and recall. After instruction, participants generated more complex, detailed stories that contained more references to their culture compared to same-age peers. They also more accurately recalled the gist of stories they were read. This study demonstrates the importance of making curricula relevant to Indigenous children by including content that is culturally relevant and developmentally appropriate.  \nKeywords: storytelling, Indigenous learners, culturally referenced instruction, cognitive scaffolding  \nIntroduction  \nThis research project was a collaboration between a Stoney Nakoda First Nation (i.e., Îethka Wîchasta), two schools that serve children of the Nation, and a University of Calgary research team. The Îethka Wîchasta First Nation is located in Alberta, Canada. The Nation comprises the Chiniki, Bearspaw, and Wesley First Nations. The University of Calgary rests on the traditional territories of the Siksikaitsitapi (Blackfoot Confederacy), comprised of the Siksika, Kainai, Piikani, and Amskapi Piikani First Nations; the Tsuut’ina First Nation; and the Îethka Wîchasta First Nation. The City of Calgary is also home to the Métis Nation of Alberta, Region III. The university is situated on land adjacent to where the Bow River meets the Elbow River, traditionally named Mohkinstsis by the Blackfoot people.  \nThe Îethka Wîchasta are closely aligned with the Plains Assiniboine (Snow, 1977) . Like many Indigenous communities in Canada, the community of Mîîthnî Mâkoché (formerly referred to as Morley) has been affected by colonialisation and families differ in degree of acculturation, including use of Indigenous language, knowledge, and practice of Indigenous culture, and spiritual beliefs. A 2016 population census (Statistics Canada) found that 43% of the Îethka Wîchasta members reported speaking an Indigenous language most often in the home, whereas 53% reported speaking English most often. Furthermore, this community is challenged by systemic educational inequities, such as low academic attainment, highschool absenteeism, and lower high school completion rates, due to colonial attitudes and practices (MacDonald & Steenbeek, 2015) .  \nThe current project was not the first contact between the research team and Îethka Wîchasta. Prior to this project, two researchers sought the participation of the Îethka Wîchasta Education Authority in a professional development project. Over the course of this project, the topic of literacy through storytelling emerged as a point of mutual interest. Subsequently, a university","cbCaip4UuM5KfUim","https://ap.wps.com/l/cbCaip4UuM5KfUim","pdf",425850,22,"English","# Introduction\n## Research collaboration and community context\n## Program design: cultural relevance and developmental scaffolding\n## Participants and program outcomes","[{\"question\":\"What problem does the project address for Indigenous children in Canada?\",\"answer\":\"It addresses systemic inequities that have harmed education outcomes, including challenges tied to colonial attitudes and practices.\"},{\"question\":\"How was the storytelling program designed for early literacy?\",\"answer\":\"Indigenous collaborators guided cultural adaptation, while non-Indigenous researchers applied developmental research to create scaffolded instruction supporting story-structure growth.\"},{\"question\":\"What evidence of impact did the eight-month program produce?\",\"answer\":\"After instruction, children produced more complex, detailed stories with more cultural references and recalled the gist of read stories more accurately than same-age peers.\"}]","Supporting Indigenous Children’s Oral Storytelling Using a Culturally Referenced, Developmentally Based Program | PDF",55]