Show simple item record

dc.contributor.authorMilord, Marie
dc.date.accessioned2021-09-07T21:53:52Z
dc.date.available2021-09-07T21:53:52Z
dc.date.issued4/1/2007
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5622
dc.description.abstractThis paper was written to determine the effect that storytelling, drama and theater have on reading comprehension . Past research has shown that integrating the arts in the core subjects results in higher academic achievements with students (Dickinson et al., 1997). Further research has shown that incorporating drama and theater in the curriculum help children to construct meaning in a real way (Furman, 2000). Storytelling in the classroom is also a way to get students actively involved in their learning. In this paper a four week curriculum was set up to determine if incorporating storytelling, drama and theater during the students reading time would increase their reading levels. A baseline Diagnostic Reading Assessment (DRA) was administered prior to implementing lessons. A final reading assessment was administered to determine any changes in the students' reading levels.
dc.subjectElementary Education
dc.subjectLiteracy
dc.subjectStorytelling
dc.subjectReading Comprehension
dc.titleThe Effects of Using Storytelling on Reading Comprehension Through Drama and Theater
dc.typethesis
refterms.dateFOA2021-09-07T21:53:52Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
ehd_theses/420/fulltext (1).pdf
Size:
3.375Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record