Imagery-based learning: Improving elementary students' reading comprehension with drama techniques

Author(s): Androes, K., Parks, M., McMahon, S. D.

Journal/Book: J Educ Res. 2000; 94: 1319 Eighteenth St NW, Washington, DC 20036-1802, USA. Heldref Publications. 55-63.

Abstract: The causal relationship between drama-based reading instruction and reading comprehension among 4th-grade students was examined. Cognitive theories related to the role of imagery in memory were used to develop a drama-based reading comprehension program. A randomized pretest-posttest control-group design was then employed to assess the impact of the drama-based instruction on students' test scores on the reading comprehension portion of the Iowa Tests of Basic Skills. Results suggest a direct causal link between drama-based instruction and improved reading comprehension.

Note: Article Rose DS, 3d Grp, POB 11768, Berkeley,CA 94712 USA

Keyword(s): MUSIC

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