Moral theme comprehension in children.

Although some claim that reading moral stories to children will improve their moral literacy (see, e.g., Bennett, 1993), little research has been done that bears on this question. The purposes of this study were to (a) test the idea that children can extract the theme from a moral story and (b) test for developmental differences in moral theme comprehension. Participants from 3rd and 5th grades and a university were tested on whether they understood the lessons (i.e., the moral themes) from several moral stories. They were asked to identify both the theme from a list of message choices and which of 4 alternative vignettes had die same theme. Participants also rated the set of message and vignette choices for closeness of match to the original story. Reading comprehension was used as a covariate. Developmental differences in moral theme understanding were significant even after accounting for reading comprehension. Although some claim that reading moral stories to children will improve their moral literacy (see, e.g., Bennett, 1993), little research has been done that focuses on this question. Bennett and others (e.g., Kilpatrick, 1992; Lickona, 1991; Wynne & Ryan, 1993) have stated that children need