Date of Award

Spring 2007

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

This 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.

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