This study examined the effects of creative drama on reading comprehension scores of 5th grade students. It involved two groups of 25 students - a study group and a control group. Both groups received typical reading instruction for 2 months, after which they took a reading comprehension test. The control group then continued with typical instruction while the study group participated in creative drama activities related to their reading for another 2 months. When retested, the study group that engaged in creative drama showed improved reading comprehension scores compared to the control group.
contribution of scientists in the devlopment do higher education .pptx
Creative Drama Boosts Reading Comprehension Scores
1. Raising Comprehension Scores Through Creative Drama: Action Research in a Professional Development PartnershipBy Sherry DupontSlippery Rock UniversityArticle Analysis By Bobbi Vinson
2. CONTROL GROUP / STUDY GROUPEach consisting of 25 fifth grade students from an urban setting school RESEARCHER / EDUCATORStudy conducted by an elementary education reading professor and a veteran fifth grade teacher ACTION RESEARCH STEP 1: Baseline Reading Comprehension TestsSTEP 2: Both groups take part in typical reading instruction comprised of vocabulary, background knowledge, pre-reading activities, predictions, discussion and comprehension questions. Timeline – 2 monthsSTEP 3: Reading Comprehension retestSTEP 4: Control group continues with typical reading instruction. Study group participates in creative drama activities. Timeline – 2 monthsSTEP 5: Reading Comprehension retestSTEP 6: Data analysis STUDY RESULTSuccess!
3. Go ahead, try on a character! A few props, a few costumes…
4. STUDY GROUP CONTROL GROUP “According to the findings of this study, fifth graders’ reading comprehension scores, as measured by the 4Sight Tests, are greatly enhanced through utilizing an instructional strategy of creative dramatics in conjunction with their reading instruction” (DuPont, 2009)
5. IMAGINE ENACT EXPAND REFLECT Comprehension and motivation to read increases when students are involved in analyzing and actively responding to the characters, plot and setting of the story. (Bidwell, 1990 as referenced in DuPont 2006)
6. “By providing contexts for learning and mental frameworks for new knowledge, teachers can help students learn material better by helping them develop ASSOCIATIONS, CONNECTIONSand CONTEXTS for understanding and meaning making” (Muir, 2001, p. 163).
