
This study examines the impact of an instructional strategy on kindergarten children's narrative skills. The strategy was based on Self-Regulated Strategy Development (SRSD) principles and was adapted for kindergarten children. The results showed that the SRSD as a model of instruction helped children assimilate story structure and enabled them to apply it effectively when asked to create a personal or fictional story. In addition, the results suggested that the multilevel intervention programme engaging children in various ways (linguistically, cognitively, emotionally) positively impacts the development of children's narrative skills.
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