Interrupted versus uninterrupted story reading to preschool children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Anna Marie Anderson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Helen Canaday

Abstract: The purpose of the study was to determine whether significant differences resulted in the memory and comprehension behavior of three- and four-year-old children at the United Day Care Center in Radford, Virginia, who were read stories under two different methods: interrupted and uninterrupted. The population consisted of 48 randomly paired Ss, 24 three-year-old children and 24 four-year-old children. Each Ss heard two stories, one under each condition. Randomization of the 48 subjects and the four stories was meticulously employed resulting in a total of 96 measurements. The results of an analysis of variance revealed that the four stories were not significantly different one from the other. One reader read the 96 stories to the children, and recorded their responses on tape. A three-factor analysis of variance with repeated measures on two variables (method and cueing phases) was used to compute both the main effects and the interactions among the three variables: age, method, and cueing phases.

Additional Information

Language: English
Date: 1983
Reading comprehension
Memory in children

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