ERIC Number: ED336778
Record Type: RIE
Publication Date: 1991-Apr-3
Reference Count: 0
Oral Interpretation as a Pedagogical Tool in Teaching Literary Comprehension and Appreciation.
Ford-Brown, Lisa A.
A study investigated whether there was a significant difference in the comprehension and appreciation of literature studied through oral interpretation when compared to silent reading. Two hundred and sixty-three third, fourth, and fifth graders from Terre Haute, Indiana were separated into experimental and control groups, and were given pre- and post-tests designed by the researcher. One experimental group performed their own interpretation of a given piece of literature, while the other experimental group was taught the unit and saw the performance. The control group read the literature. Results indicated that elementary students taught the techniques of oral interpretation showed an increase in comprehension and appreciation of literature in general, but did not show an increase in comprehension or appreciation when compared to silent reading. Results also suggested that elementary students participating in an oral interpretation production might have demonstrated an increase in comprehension and appreciation when compared to students participating as audience members in the oral interpretation process. Lack of time spent in the experimental process appeared to cause some problems in the project, as did the testing tools. Research should be continued over a longer period of time. (Twenty-six tables of data are included; 29 references and 17 appendixes including lesson plans, SMOG grading, the literature survey, and the third, fourth and fifth grade comprehension and appreciation pre- and post-tests are attached.) (PRA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Indiana (Terre Haute)
Note: Paper presented at the Annual Meeting of the Central States Communication Association (Chicago, IL, April 11-14, 1991).