Live Versus Audio-Recorded Narrative Stimuli Intervention
About the Intervention
This study examines whether different methods of presenting narrative stimuli (live reading by assessors versus audio-recorded stories) influence young children's narrative comprehension and oral-retell quality. Children in kindergarten, second grade, and fourth grade were matched on oral language comprehension ability and randomly assigned to either hear stories read aloud live by assessors or listen to audio-recorded stories via CD player. After hearing stories, children were asked to retell them and answer comprehension questions. The intervention involves presenting three narrative stories (from Test of Narrative Language Tasks 1, 3, and 5) using either live or audio-recorded delivery methods.
Statistical Findings
Positive effect on narrative comprehension for kindergarten students
Positive effect on narrative comprehension for second grade students
No effect on narrative comprehension for fourth grade students
No effect on oral-retell quality for any grade level
More Intervention Details
Focus Areas
Those with DisabilitiesPrograms & Services
N/ADelivery Methods
Face-to-FaceDisability Support
Speech or language impairmentTarget Groups
Student(s)Source
Young-Suk Grace, K. (2016). Do Live versus Audio-Recorded Narrative Stimuli Influence Young Children's Narrative Comprehension and Retell Quality? (ED575732). ERIC. https://files.eric.ed.gov/fulltext/ED575732.pdf.
Study Demographics
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Other Participant Characteristics
Geographical Setting
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