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Effects of live and recorded story telling on retelling performance of preschool children from low socioeconomic backgrounds
Author(s) -
Campbell David E.,
Campbell Toni A.
Publication year - 1976
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197604)13:2<201::aid-pits2310130217>3.0.co;2-k
Subject(s) - socioeconomic status , psychology , reading (process) , developmental psychology , test (biology) , preschool education , story telling , primary education , mathematics education , demography , linguistics , literature , art , sociology , population , paleontology , philosophy , narrative , biology
Two modes of story telling, live reading and recorded reading, were compared to test the hypothesis that live reading results in better retention. Thirty‐four preschool children from low socioeconomic backgrounds were randomly assigned to the two conditions. Each child heard a story presented by the teacher or a recording and then retold the story in his or her own words. Children in the live group used significantly more words and more correct themes in retelling (p <.01) than did those in the recording group. Implications for research and teaching are discussed.