In addition to the research backing up the general theoretical foundations of TPR Storytelling, there exists a growing number of studies dealing with TPRS specifically. The results of these studies indicate that TPR Storytelling may be more efficient than traditional methods. For example, Asher compared a class of 30 students taught with TPR Storytelling with another class of 30 students taught with the audio-lingual method (ALM). When they listened to a story they had never heard before, but that had familiar vocabulary, the TPRS students "had significantly higher comprehension" than the ALM students.