In Uganda, after several years of class learning, children are so far below expected proficiency, they have very little chance of becoming readers. However, emerging evidence that improving reading instruction can sharply increase reading levels. One of the primary causes of this literacy crisis is the failure to use instructional methods proven by research. Many education systems continue to use outdated approaches that research has shown to be ineffective or lack clear guidance on how to teach reading effectively. Other factors that contribute to poor reading outcomes include insufficient books, inadequate teacher training and ongoing professional development, high absenteeism, limited class time, instruction in unfamiliar languages, and teaching that doesn’t match children’s learning levels—all compounded by a broader failure to adopt science-based reading practices.

As its name implies, the activity includes; storytelling and a story-acting phase.  At the beginning of the activity, any child who wishes can dictate a story to the facilitator, who writes down the story as the child tells it with minimal intervention. Later during the activity, each story is read aloud to the entire group by the facilitator/teacher, and the major characters in the story identified. The child/author then selects other children in the group to play these characters. Once the “cast” is assembled, the facilitator then reads the story again, bit by bit, and the children act out the story on a makeshift “stage” (masking tape on the floor). It is through this engaged participation that the children are enabled and encouraged to generate an ongoing practice of peer-oriented narrative collaboration. STSA combines narrative and play that can be deeply engaging to children and, in the process, helps them to develop strong language skills, critical for emergent literacy, narrative comprehension, and social competence – these are the three key components that comprise literacy skills.