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ERIC Number: ED050097
Record Type: RIE
Publication Date: 1970
Pages: 230
Abstractor: N/A
Listening Accompaniment to Silent Reading of Plays in Grade Four: Imagery and Comprehension.
Jones, Joyce
Fourteen plays were designed to evaluate fourth grade children's abilities to respond to reading plays both with and without oral accompaniment. The study involved 378 children, representing a cross section of socioeconomic and ethnic backgrounds, each of whom read half of each play silently and the other half while listening to a taped presentation. Data were analyzed to discover whether oral presentation (1) increased the product of play reading in richness and type of imagery, in comprehension and recall of content, and in enjoyment of plays; and (2) enhanced the incidental learning of vocabulary and of idiomatic expressions. Conclusions were that (1) oral reading accompaniment resulted in slightly greater gains in total imagery than did silent reading; (2) character imagery was enhanced by oral presentation; (3) environmental imagery showed a statistically significant difference in favor of silent reading; (4) no differences existed between silent reading and oral accompaniment in comprehension scores, clarity of images, interest in the plays, and vocabulary and idiomatic measures; and (5) relationships between comprehension scores and imagery scores were low. (Author/JMC)
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-22,515, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Boston University School of Education