Abstract
This study examined the impact of a storytelling intervention on reading motivation as measured by school library book circulation. World folktales were orally told in four first-grade classrooms once per week for 15 minutes for a total of 22 weeks during the 2015-2016 school year. The folktale was told, and then the source book was shown to the children at the end of the storytelling session. Results indicated as great as a 1800% increase in circulation of the stories that were used in the storytelling intervention, suggesting that storytelling combined with display of the source book aids in reading motivation.
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