In the spring of 1985, 58 undergraduate students at a large university in the Southwest in a beginning course in diagnosis and instruction in reading were shown a videotape of a librarian who was demonstrating the art of telling stories to elementary school students. Following the viewing of the videotape instructional module, the subjects completed a questionnaire on their opinions about the value of this type of module. Aside from being impressed with the production and content of the videotape presentation, the students strongly felt that viewing it had a great deal of value for them as students and future teachers. They endorsed having the videotape as a permanent part of the course, and unanimously wished to see additional tapes. They showed that they were capable of identifying the major points presented in the tape and indicated strongly that videotapes help them to learn effectively. In the summer of 1985, a followup study was conducted with 18 students taking the same undergraduate reading course. These students were shown four videotapes as part of instruction. These students responded positively with their overall impressions of the four videos, but were not as enthusiastic as the students in the previous sstudy who had seen only one. The students also expressed a strong desire to have more instruction in this manner. Findings indicated that 30-minute presentations are optimum for holding students' interest and attention. (JD)