This small-scale study compares two groups of Year 4 (8/9 year-old) pupils either reading or playing an interactive storybook. The study considered pupils' recall of propositions, which formed the story setting and episodes, and of micro-propositions and characters' names, and pupils' responses to inferential items derived from the 'interactive storybook'. The study indicates that, whether reading or playing, pupils' recall of the story setting was sound, but pupils who had read the interactive storybook demonstrated greater recall of the story event structure than those who had engaged in interactive picture-play. Pupils who had played the interactive storybook demonstrated significantly greater recall of micro-propositions and names.
The use of "interactive storybooks" in the primary classroom may facilitate small group and individual reading with minimal teacher intervention. This small-scale study examines whether small groups of Year 5 pupils, without teacher supervision, progress linearly through an "interactive storybook" and whether such diversions as cued animations affect pupil comprehension. The study finds that more intensive choice of diversions affects some pupils' comprehension.
IntroductionMiller et al. (1994) remarked that "Reading storybooks aloud to children is recognised as a crucial component in total literacy development" and-conceding that most teachers are restricted to reading to an entire class "although some teachers try to find time to read to small groups or even individual children" (ibid., 188)-contended that an "interactive storybook" on CD-ROM provides opportunities for small group or individual reading with minimal intervention by the teacher (ibid., 202).
CD-ROMs are becoming more widely used now and one particular genre seems to have a good deal to offer as a medium for the development of reading. These so-called`interactive books ' have not yet been investigated in terms of their usefulness in teaching reading and Clare Burrell and John Trushell make a useful beginning to this. They are particularly concerned with whether the eye catching graphics of these books helps or hinders children's reading of them and their report raises many interesting issues.
This study examined the relation between social desirability bias and responses to the direction modified Competitive State Anxiety Inventory-2 for male soccer players (37 professionals, 40 semiprofessionals, and 40 varsity players; M age = 24.5 yr., SD=3.7) who completed the inventory and Reynolds' 13-item short form of the Marlowe-Crowne Social Desirability Scale one hour prior to a competitive match. Intraclass correlations were calculated to assess the relation between the two sets of scores. Out of the 18 correlations calculated, i.e., 6 subscales x 3 skill levels, 17 were significant (p<.05), ranging from .38 to .70. The highest correlations were found among professional players and the lowest amongst the varsity players, but most of the differences were not statistically significant. These results indicate that scores on both the Intensity and Direction subscales of this anxiety inventory are significantly related to the tendency to self-report socially desirable answers. Therefore, care should be taken when interpreting data from studies using the inventory, and social desirability measures should be taken whenever using this questionnaire.
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