24 first-grade children were read prose and verse versions of simple narratives, after each of which they were asked to recall details of the narratives and to sequence five pictures depicting events in the story. Children recalled as much from verse as prose versions. They were much better able to do the sequencing task, however, when the story was in verse.
Get full access to this article
View all access options for this article.
References
1.
BrownA. L.The development of memory knowing, knowing about knowing, knowing how to know. In ReeseH. W.LipsittL. P. (Eds.), Advances in child development and behavior. Vol. 10. New York: Academic Press, 1975. Pp. 104–153. (a).
2.
BrownA. L.Recognition, reconstruction, and recall of narrative sequences by pre-operational children. Child Development, 1975, 46, 156–166. (b).
3.
ChukovskyK. [From two to five.] (MortonM., Ed. and trans.) Berkeley: Univer. of California Press, 1968. (Originally published, 1925).
4.
ReesE.Potato talk. New York: Pantheon Books, 1969.
5.
ShermanN.Gwendolyn the miracle hen. New York: Golden Press, 1961.
