Editing Total physical response (section)

== Influence ==
Teachers who use TPR typically use it together with a variety of other activities and techniques.{{sfn|Richards|Rodgers|2001|pp=78–79}} In line with Asher's recommendations for using the approach,{{sfn|Richards|Rodgers|2001|pp=78–79}} it is most often used for introducing new vocabulary.{{sfn|Byram|2000|pp=631–633}} This is the case in [[The Polis Institute]], a school for ancient languages and the humanities in Jerusalem (Israel), which employs TPR within the [[The Polis Method|Polis Method]] of teaching ancient and modern languages.<ref>{{Cite book|last=Miller|first=David R.|url=https://books.google.com/books?id=KpefDwAAQBAJ&q=Polis|title=Greek Pedagogy in Crisis: A Pedagogical Analysis and Assessment of New Testament Greek in Twenty-First-Century Theological Education|date=2019-06-26|publisher=Wipf and Stock Publishers|isbn=978-1-5326-9093-8|language=en}}</ref><ref>{{Cite journal|title="Latine loquor!" – czyli "żywa łacina" jako metoda dydaktyczna (Latine loquor! – Living Latin as a teaching method) {{!}} Symbolae Philologorum Posnaniensium Graecae et Latinae|url=https://pressto.amu.edu.pl/index.php/sppgl/article/view/5728|language=pl-PL}}</ref>

Blaine Ray, a [[Spanish language]] teacher, added stories to TPR to help students acquire non-physical language, creating the foundation of the method known as [[Teaching Proficiency through Reading and Storytelling]] (TPRS) built on [[Stephen Krashen]]'s theories of language acquisition.{{sfn|Marsh|n. d.}} It should be clarified that TPRS, which stands for "Teaching Proficiency through Reading and Storytelling, is not directly associated with "Total Physical Response" (TPR) in spite of the similarity of their names.

Todd McKay conducted the first empirical study of the effectiveness of Total Physical Response (TPR) combined with storytelling. Stories had been incorporated into TPR as early as 1972. In the comparative study with Asher, McKay found that children who were exposed to TPR Storytelling outperformed similar students trained using grammar-translation and ALM. The ability of those students to comprehend a never before heard story was statistically (p-value of 0.001) greater than that of the control group. This study can be found in McKay's TPR Storytelling Teacher's Guidebook. {{sfn|McKay|2000}}