Books are a vital part of everyone's childhood. They enable children travelling into the world which is real for them. Reading gives them a chance to move forward and grow on different spheres of their development – emotional, moral, intellectual and social. Next to this, lately more prevailing, is the media and there is less time devoted to reading. Reading is irreplaceable, but we have to be aware that also a good film can be a very rich life experience. It is known that when watching television, one becomes inactive and that our conscience is inattentive. The effects of reading and watching television have not been well researched yet. I wanted to find out if the visually supported narrative can be used in classroom during the literature lesson. For that reason I decided to make a comparison of experiencing and memorising between the television viewers of film Matilda and the readers of book Matilda. This research was done with 20 pupils of Primary School, 5th grade, from the vicinity of Ljubljana. 10 of those pupils only read the book Matilda and 10 pupils only watched the film Matilda. The research method was an interview, for the pupils who answered specific questions. I wrote down their answers and later presented these answers and other responses in charts. The results show that even though we live in electronic era, the visually supported narrative does not influence memorising and experiencing of the content in a more positive way than just reading the book. However, it can be an interesting bonus to make a literature lesson more interesting.
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