The Effects of Storytelling versus Story Reading on Comprehension and Vocabulary Knowledge of British Primary School Children.

Trostle, Susan; Hicks, Sandy Jean

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Peer reviewed

ERIC Number: EJ573319

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0034-0510

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The Effects of Storytelling versus Story Reading on Comprehension and Vocabulary Knowledge of British Primary School Children.

Trostle, Susan; Hicks, Sandy Jean

Reading Improvement, v35 n3 p127-36 Fall 1998

Compares effects of storytelling versus story reading on comprehension and vocabulary development of 32 British primary children. States one group listened to stories in storytelling style, the other group listened to stories read by a student teacher. Finds children who witnessed storytelling scored higher on comprehension/vocabulary measures than did children who listened to story reading. (PA)

Descriptors: Comparative Analysis, Elementary Education, Foreign Countries, Reading Comprehension, Reading Research, Story Reading, Story Telling, Vocabulary Development

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom (Great Britain)

Grant or Contract Numbers: N/A

Author Affiliations: N/A