The three components ofthe dialogue style are: a) a great number ofquestions asked by the teacher during the storytelling; b) three exclusive types ofquestions asked; and c) a variety ofquestions. The present study is intended to analyse the relationships between these components and children's story comprehension. The subjects were 48 children, aged 4;4 to 6;2, randomly divided into four groups of12 children each: the number, exclusive types, and variety groups, and a control group (the reading group). Twenty-four teachers were also divided randomly into four groups of six teachers each, and assigned to the four children's groups. Each teacher told the story to two children at a time; the children were chosen and paired randomly. Each child, singly, retold the story and then answered a questionaire on the structure ofthe story. The responses ofeach child were compared with the story text and considered correct ifapproriate to the contents ofthe story. The mean percentages of correct responses in the three experimental groups were higher than those of the control group. This difference is significant in the free retelling situation.
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