Pupils' recall of an interactive storybook on CD-ROM
Abstract 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.
cd-rom collaboration empirical primary literacy