Story dictation and story acting are joint practices that were popularized some years ago by educator and author Vivian Paley and remain relevant today given their alignment with child-centred, play-based curricula. We review quantitative and qualitative research on these practices, with a focus on young children’s writing as it has been conceptualized in cognitive-linguistic and socio-cultural models. The studies reviewed demonstrate that story dictation and story acting augment children’s print and word awareness, motivate children to handwrite and spell (i.e., transcribe), and enhance vocabulary and narrative skills that are important to composing texts in both oral and written modalities. The practices also foster individual creativity and collaboration amongst children and can thus help teachers and children build a vibrant community of storytellers in their classrooms. In addition to elaborating on the diverse benefits of story dictation and story acting, the review covers ways that the practices can be expanded or modified to engage all children on the path to writing and guides readers to key resources. We conclude with issues that merit reflection by teachers or other practitioners wishing to implement story dictation and story acting in their classroom or other early childhood setting.

故事听写和故事表演是几年前由教育家和作家维维安·佩利（Vivian Paley）推广的联合实践，由于它们与以儿童为中心、以游戏为基础的课程相一致，因此在今天仍然具有相关性。我们回顾了对这些实践的定量和定性研究，重点关注幼儿写作，因为它已经在认知语言和社会文化模型中概念化。所审查的研究表明，故事听写和故事表演增强了儿童的印刷和文字意识，激励儿童手写和拼写（即转录），并增强词汇和叙事技能，这对于以口头和书面方式撰写文本非常重要。这些做法还可以培养儿童之间的个人创造力和协作能力，从而帮助教师和儿童在课堂上建立一个充满活力的讲故事社区。除了阐述故事听写和故事表演的各种好处之外，该评论还涵盖了如何扩展或修改这些实践，以吸引所有儿童走上写作之路，并引导读者找到关键资源。最后，我们提出了值得教师或其他希望在课堂或其他幼儿环境中实施故事听写和故事表演的从业者反思的问题。