The purpose of this experimental study was to determine the influence that adult guidance, unrelated to the topic of a story, played in children’s understanding of the story. Forty 5- to 6-year-olds participated in the study and were randomly assigned to the experimental or control group. Both groups were invited to read an electronic storybook which contained pictures and pre-recorded storytelling. After completed reading, children were asked to answer questions related to that story, and their answers were graded. The procedure was similarly implemented to both groups with the exception that the story of the control group contained extraneous audio information. Data indicated that the extraneous audio information interfered children’s understanding of the story. It seems that extra descriptions of a story are not always beneficial to young children. Unorganized descriptions may cause extraneous cognitive load, and young children need to spend extra effort to process the information.