METHODS OF WORKING ON FAIRY TALES IN PRIMARY CLASS READING LITERACY LESSONS
Abstract
Fairy tales hold a crucial place in the development of reading literacy among primary school children. This article explores various methods of engaging primary class students with fairy tales, aiming to enhance their reading skills, comprehension, and overall literacy. Through interactive, creative, and analytical approaches, educators can foster a love for reading and a deep understanding of literary elements among young learners.
Keywords
Fairy Tales, Reading Literacy, Primary Education, Vocabulary DevelopmentHow to Cite
References
REFERENCES
Bettelheim, B. (1976). The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York: Knopf.
Ellis, G., & Brewster, J. (2014). Tell it Again! The New Storytelling Handbook for Primary Teachers. London: British Council.
Nikolajeva, M. (2005). Aesthetic Approaches to Children's Literature: An Introduction. Lanham: Scarecrow Press.
Propp, V. (1968). Morphology of the Folktale. Austin: University of Texas Press.
Tatar, M. (2003). The Hard Facts of the Grimms' Fairy Tales. Princeton: Princeton University Press.
Zipes, J. (1997). Happily Ever After: Fairy Tales, Children, and the Culture Industry. New York: Routledge.
Zipes, J. (2006). Why Fairy Tales Stick: The Evolution and Relevance of a Genre. New York: Routledge.
Clark, C., & Rumbold, K. (2006). Reading for Pleasure: A Research Overview. London: National Literacy Trust.
Dyson, A. H., & Genishi, C. (2013). Social Talk and Imaginative Play: Classroom Strategies for Integrated Learning. New York: Teachers College Press.
McKie, J., & Andrews, J. (2019). Using Fairy Tales to Develop Children's Creative Writing. Education 3-13, 47(6), 649-659.
Teale, W. H., & Yokota, J. (2000). Beginning Reading and Writing. New York: Teachers College Press.
Walsh, M. (2010). Multimodal Literacy: Researching Classroom Practice. Newtown: Primary English Teaching Association.
License
Copyright (c) 2024 Shuhrat Qalandarov
This work is licensed under a Creative Commons Attribution 4.0 International License.
