Combining approaches for improving preschoolers’ narrative production skill

Abstract The development of the narrative production skill is one of the most essential goals set for young children’s literacy. Different practices, such as story reading, direct instruction, and playful learning, are proposed for fostering young children’s meaning-related skills, among which is narrative production. Considering the above, the purpose of the present study is to examine the effect of a two-month intervention program on preschoolers’ narrative production skills. The design of the