Basic reading through dance program: The impact on first-grade students' basic reading skills

Evaluation Review

Volumn 27, Issue 1, 2003, Pages 104-125

  McMahon, Susan D ^a   Rose, Dale S ^b   Parks, Michaela ^b  

^a DEPAUL UNIVERSITY   (United States)

^b 3 D Group   (United States)

Author keywords

Arts based education; Intervention; Program evaluation; Reading

Indexed keywords

ARTICLE; CHILD; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; DANCING; HEALTH CARE QUALITY; HUMAN; METHODOLOGY; MULTICENTER STUDY; READING; TEACHING; UNITED STATES;

CHICAGO; CHILD; DANCING; HUMANS; PROGRAM EVALUATION; READING; TEACHING;

EID: 0037313168     PISSN: 0193841X     EISSN: None     Source Type: Journal    
DOI: 10.1177/0193841X02239021     Document Type: Article

References (41)

1. Adams, M. J. 1991. Beginning to read: Thinking and learning about print. 2d ed. Cambridge, MA: MIT Press.
2. Anderson, J. R. 1990. Cognitive psychology and its implications. New York: Freeman.
3. Bell, N. 1986. Visualizing and verbalizing for language comprehension. Paso Robles, CA: Academy of Reading.
4. _. 1991. Gestalt imagery: A critical factor in language comprehension. Annals of Dyslexia 41:247-61.
5. Blachman, B. A. 1991. Early intervention for children's reading problems: Clinical applications of the research in phonological awareness. Topics in Language Disorders 12 (1): 51-65.
6. Carnine, D., L. Carnine, J. Karp, and P. Weisberg. 1988. Kindergarten for economically disadvantaged children: The direct instruction component. In A resource guide to public school early childhood programs, edited by C. Warger, 73-98. Alexandria, VA: Association for Supervision and Curriculum Development.
7. Catterall, J. S. 1998. Does experience in the arts boost academic achievement? A response to Eisner. Art Education 51 (4): 6-8.
8. Crain, C., M. Eisenhart, and J. McLaughlin. 1984. The application of a multiple measurement approach to investigate the effects of a dance program on educable mentally retarded adolescents. Research Quarterly 55 (3): 231-36.
9. Darby, J. T., and J. S. Catterall. 1994. The fourth R: The arts and learning. Teachers College Record 96 (2): 300-21.
10. Dimondstein, G. 1985. The place of dance in general education. Journal of Aesthetic Education 19 (4): 77-84.
11. Eisner, E. W. 1998. Does experience in the arts boost academic achievement? Art Education 51 (1): 7-15.
12. Elkind, D. 1986. Formal education and early childhood education: An essential difference. Phi Delta Kappan 68:631-36.
13. Gersten, R., C. Darch, and M. Gleason. 1988. Effectiveness of a direct instruction academic kindergarten for low-income students. Elementary School Journal 89:227-40.
14. Guthrie, J. T., P. Van Meter, A. D. McCann, A. Wigfield, L. Bennet, C. C. Poundstone, M. E. Rice, F. M. Faibisch, B. Hunt, and A. M. Mitchell. 1996. Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly 31:306-32.
15. Hanna, J. L. 1992. Connections: Arts, academics, and productive citizens. Phi Delta Kappan 73 (8): 601-07.
16. Heausler, N. 1987. The effects of dance/movement as a learning medium on the acquisition of selected word analysis concepts and the development of creativity of kindergarten and second grade children. Ph.D. diss., University of New Orleans, Louisiana.
17. Hennessey, B. A. 1995. Comment and reflection. Educational Psychology Review 7:209-13.
18. Jay, D. 1991. Effect of a dance program on the creativity of preschool handicapped children. Adapted Physical Activity Quarterly 8:305-16.
19. Kamii, C. 1985. Leading primary education toward excellence: Beyond worksheets and drill. Young Children 40:3-9.
20. Katz, L. 1988. Engaging children's minds: The implications of research for early childhood programs. Alexandria, VA: Association for Supervision and Curriculum Development.
21. Lepola, J., P. Salonen, and M. Vauras. 2000. The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade. Learning and Instruction 10:153-77.
22. Little, A. 1978. The meaning of dance for young children. In Dance dynamics, edited by G. Cheney, 38-41. Washington, DC: American Alliance for Health, Physical Education, Recreation, and Dance.
23. Little, R. C., G. A. Milliken, W. W. Stroup, and R. R. Wolfinger. 1996. SAS system for mixed models. Cary, NC: SAS Institute.
24. Lundberg, I., A. Olofsson, and S. Wall. 1980. Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology 21:159-73.
25. MacDonald, C. J. 1991a. Creative dance in elementary schools: A theoretical and practical justification. Canadian Journal of Education 16 (4): 434-41.
26. _. 1991b. Elementary school teachers explain why they do not use creative dance in their classrooms. Alberta Journal of Educational Research 37 (2): 157-66.
27. McGuinness, C., D. McGuinness, and G. McGuinness. 1996. PhonoGraphix: A new method for remediating reading difficulties. Annals of Dyslexia 46:73-96.
28. Paivio, A. 1979. Imagery and verbal processes. Hillsdale, NJ: Lawrence Erlbaum.
29. Parks, M., and D. S. Rose. 1997. The impact of Whirlwind's Reading Comprehension through Drama Program on fourth-grade students' reading skills and standardized test scores. Technical report 2102. Berkeley, CA: 3D Group.
30. Rauscher, F. H., G. L. Shaw, L. J. Levine, E. Wright, W. Dennis, and R. Newcomb. 1997. Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Neurological Research 19:2-8.
31. Rose, D. S., and M. Parks. 1998. The impact of Whirlwind's Basic Reading Through Dance Program on 1st-grade students' basic reading skills: Study I. Berkeley, CA: 3D Group.
32. Rose, D. S., M. Parks, K. Androes, and S. D. McMahon. 2000. Imagery-based learning: Improving elementary students' reading comprehension with drama techniques. Journal of Educational Research 94 (1): 55-63.
33. Salonen, P., J. Lepola, and P. Niemi. 1998. The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness. European Journal of Psychology of Education 13 (2): 155-74.
34. Shepard, R. N. 1967. Recognition memory for words, sentences, and pictures. Journal of Verbal Learning and Verbal Behavior 6:156-63.
35. Stein, B. S., and J. D. Bransford. 1979. Constraints on effective elaboration: Effects of precision and subject generation. Journal of Verbal Learning and Verbal Behavior 18:769-77.
36. Stinson, S. 1982. Aesthetic experience in children's dance. Journal of Physical Education, Recreation, and Dance 52:72-74.
37. Stipeck, D., R. Feiler, D. Daniels, and S. Milburn. 1995. Effects of different instructional approaches on young children's achievement and motivation. Child Development 66:209-23.
38. Vellutino, F., and D. Scanlon. 1987. Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly 33:321-63.
39. Wagner, B. J. 1998. Educational drama and language arts: What research shows, Portsmouth, NH: Heinemann.
40. Wigfield, A., and J. T. Guthrie. 1997. Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology 89:420-32.
41. Wigfield, A., K. Wilde, L. Baker, S. Fernandez-Fein, and D. Scher. 1996. The nature of children's reading motivations, and their relations to reading frequency and reading performance. Reading research report 63. Athens, GA: National Reading Research Center.