| Because stories are ever present and children receive stories in a variety of ways in educational settings, this study examined fourth graders' responses to a story presented through three different delivery systems: read independently, read aloud, and told as a shared storytelling experience.; For this study, all students in the fourth grade in a suburban public school in Texas were randomly assigned to one of three treatment groups defined by the delivery system for the story. The story, selected as the stimulus material, came from traditional Native American folklore, was positively reviewed in major journals, and was included on recommended professional booklists. The response instrument used in the study facilitated two different types of response. In the first segment, students cast a vote in order to express their likes and dislikes. In the second segment of free response, students were allowed opportunity for reflection in order to express what they determined was worth saying. Students' free responses were coded using Squire's (1964) classification system with its seven major categories. The researcher designated labels within categories concerning plot, characterization, theme, meaning, questioning, visual imagery, author's use of language, and author's style. Because of the nature of storytelling, a subcategory dealing with responses which demonstrated reaction to the storyteller or the storyteller's style was included. In addition, responses were analyzed according to gender preferences.; The fourth grade students in this study revealed that the delivery systems for story impacted their responses. More students in the Independent Reading Treatment Group voted that they “did not like” or “really did not like” the story. For teachers and parents who wish to develop positive responses to literature, then the findings of this study indicate that using the oral delivery systems of read-alouds and storytelling provoke more positive responses, regardless of gender, than does independent reading. Students in the Read Aloud Treatment Group made more interpretational responses. More free responses came from the storytelling group which was the smallest, indicating that storytelling as a mode of delivery may generate more conversation about literature than reading independently or hearing a story read aloud. |
