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For story-telling skills, and many scholars have put forth a number of recommendations and methods, in general, is based on the children could have a pleasant reading experience, to enhance germination child interest in reading, access to language.

First, Collins, NB (1997) suggested that let the child have a pleasant reading experience, you can use the following methods:

1 to child care are familiar with the story or experience, made a book or books, use the method adopted in legs Reading to young children listen to and take advantage of group sharing.

2, the use of commercial patterns or child of the United States, workers finished products to help children develop the ability to tell a story.

3, when the child care Dictation please teacher, the teacher asked some of the issues in good faith to help children expand their thinking; encourage the child attention to detail and to enhance the story vivid and lively child.

4, recorded children’s oral story as far as possible to achieve a correct and reasonable; child must have opportunity for adults to help him write his story, using his own language and their own styles, faithfully recorded.

Second, Elster, CA (l994) provided by the teacher in space, time, etc., arrangements germination reading recommendations:

1, invite children to participate in the sessions of reading aloud: Ask some questions, so that child care will be the following prediction of what is happening? And child care experience for convergence, when the child familiar with the story, the teacher read to a child familiar with some of the suspension, so that the next child read; allow children to freely choose their favorite story, the teacher read to them to listen to, or allow children to tell or read This story of the title to you, to participate in child care to a “Little Angel Reader” certificates.

2, from time to time to provide child care to participate in control of germination of reading books or opportunities. Many teachers have only free time, or after certain activities so that children read books, so that young children and books on interactive experience seems inadequate. Teachers should have a day “to maintain the participation of reading time”, so that every young child able to participate.

3, repetitive child read favorite story book to encourage children’s reading germination, so these books can easily watch their own child care, and other child or adult watch together. Children tend to look familiar to the germination of reading books, so teachers in the context of arrangements to allow children to get free admission. The teacher for the child after reading the story, it is necessary to specially arranged time so that their children have the opportunity to read or reading, read aloud at the same time stressed the adult and child care between independent participation in the book.

4, read aloud in the adult and child care to participate in the independence period, the teacher should have the opportunity to observe the child.Which one child to ask a question? Asked what kind of problem? Which one child in a familiar place into the problem? What prediction?One of the same book, the question of how child care and the next comment?Ask the questions and comments to change a few? Teachers themselves to mention what the problem? What to do evaluation? Germination by listening to young children can learn to read early childhood teachers to absorb a number of book content and language?

5, to educate parents of young children “pretend reading” performance and participation is very valuable to read before reading behavior, should be encouraged. (So-called “pretend reading” is the child looked at the story of the word read out verbatim, but he does not understand the words, just repeat the adults reading to him at the time of memory, so as to read out the words and the book may be different.

Three, Mason, JMPeterman.C. And Kerr, B. (1989) to provide access to the language how to make the child reading the book method, this method at the three major phases:

Read before:

1, set the goal of this book.

2, displaying the cover of the book to the child look to encourage the child prediction of the contents of this book.

3 to discuss the author of the book and drawing from.

4, and child care and child care to discuss the contents of this book have their own relevant experience.

5, and child care to discuss the book type (folk tales, fiction, fable, true, etc.).

6, introduce the protagonist of the book.

Reading:

1, when the child in listening to stories, the circumstances which encourage them to react or interact.

2, will refine the content of the story to meet the children’s comprehension abilities.

3, occasionally ask some questions to understand the child’s understanding of this story.

4, if the children which do not quite understand a certain period of time, re-say it once again.

5, in appropriate circumstances, let the following prediction of child care will be what was happening.

6, let children speak their views on this story.

After reading:

1, back to this story Schomburg factors (patterns, problems, goals, problem solving, etc.).

2, to assist the child to connect characters and events, and and in their lives similar incidents.

3, to encourage young children in an extension of the activities, thinking and relating to the content of this story.

In fact for the child to read a story book approach has several, non-specific skills, as long as the attitude of warmth, has the attractiveness of the content of a story book, and have sufficient time to read a regular basis, the child will be able to stimulate thinking and to respond to the problem, and let children have adequate time to reflect on and respond to, and the atmosphere so that children feel happy enough to become a child to read the basic story of good conditions. While it is undeniable that, regardless of their parents or school teachers, the availability of a good story-telling skills, as long as one retains pure heart, in the minds of young children is always a good story.