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DST combines the functions of visualizing and verbalizing, which are essential for language comprehension and thinking from the perspective of cognitive neuroscience. The participants were 35 Japanese nursing students in Japan, who carried out DST utilizing nursing episodes from a textbook. Undertaking DST enabled the participants to learn to read deeply, visualize the story, and enjoy verbalizing their interpretation of the context, which is a skill lacking in most Japanese students due to the reading\/translation teaching method.<\/p>","DOI":"10.4018\/ijcallt.2012010101","type":"journal-article","created":{"date-parts":[[2012,4,5]],"date-time":"2012-04-05T09:11:19Z","timestamp":1333617079000},"page":"1-12","source":"Crossref","is-referenced-by-count":6,"title":["Digital Storytelling and Oral Fluency in an English Reading Class at a Japanese University"],"prefix":"10.4018","volume":"2","author":[{"given":"Midori","family":"Kimura","sequence":"first","affiliation":[{"name":"Tokyo Women\u2019s Medical University, Japan"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"key":"ijcallt.2012010101-0","first-page":"10","article-title":"Text talk: Capturing the benefits of read-aloud experiences for young children.","volume":"55","author":"I. 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