Structural elements of literature can be introduced alongside other literacy activities to which group of learners?

• A. Adult language learners
• B. Pre-readers
• C. Preschoolers
• D. Advanced readers

Answer: (B)

Introducing how stories are built—the characters, setting, beginning, middle, and end—along with other literacy activities helps learners who are not yet reading develop a strong sense of narrative. When pre-readers hear a story and then discuss who is in it, where it happens, and what happens first, next, and last, they start to organize information, predict outcomes, and articulate ideas. This builds listening comprehension, vocabulary, and an understanding of print concepts without needing to decode text, setting a solid foundation for later reading.

Put into practice, you can read picture books and pause to name the characters, describe the setting, and map the sequence of events using simple talk and visuals. Use story maps, puppets, or felt boards to reenact scenes, and ask questions that invite prediction and retelling. Pair these activities with other literacy play—rhymes, letter-sound games, and print awareness activities—so how stories work becomes linked to how language and print function.

Among the options, this approach best fits pre-readers, who benefit most from building narrative structure and oral language skills before decoding text. Preschoolers also benefit from these experiences, but the emphasis on connecting story structure with a range of literacy activities is especially aligned with pre-readers who are just beginning to bridge spoken language and reading.