Arden, H. “Searching for India Along the Grand Trunk Road”.
National Geographic
177 (1990): 118-138. Photographs of everyday life in India.
Beentjes, J.WJ. & van der Voort, T.H.A “Children’s Written Accounts of Televised and Printed Stories.”
Educational Technology Research and Development
39 (1985):15-26.
A study which compares written accounts of stories watched on television with printed stories read by children. The study discovered that children exposed to the television film reproduced the story more completely and made fewer errors, but that written reproductions of the story by children who read the printed versions were easier to understand because characters were referred to more specifically and details were more descriptive.
Cox, C. “Children’s Preferences for Film Form and Techniques.”
Language Arts
59 (1982):231Ð238.
This article reports results of a study which answered the question “What films do children like?” Results indicated that children liked live-action narrative films and animated narrative films best.
Duncan, P.H. “I Liked the Book Better: Comparing Film and Text to Build Critical Comprehension.” The Reading Teacher 46 (1993):720-725.
This presents several suggestions for using films in the classroom to enhance children’s understanding and appreciation of some stories.
Morse, S. “Generating Creative Energy Through Films.”
Language Arts
54 (1977):406-407.
The author uses examples of activities conducted through the viewing of films in order to entertain and to stimulate creative energy in her students.
Edwards, M. “When the Moguls Ruled India.”
National Geographic
167 (1985): 462-493.
Provides photographs of the people of India.
Hodgson, Bryan. “Mirror of India: New Delhi.”
National Geographic
167 (1985): 506-533.
Excellent photographs of the people and places of late twentieth century New Delhi.
Miller, H. “Wild Elephant Roundup in India.”
National Geographic
135 (1969): 372-385.
Photographs of the herding of Indian elephants in the jungles of India.
Rickelman, RJ. & Henk, W.A. “Children’s Literature and Audio/Visual Technologies.”
The Reading Teacher
43 (1990):682-684.
This article asserts that audio and visual technologies and their respective media can make a significant contribution to a literature-based reading curriculum.
