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

Journal of Educational Research

Volumn 94, Issue 1, 2000, Pages 55-63

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

^a 3 D Group   (United States)

^b Whirlwind   (United States)

^c DEPAUL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039606537     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220670009598742     Document Type: Article

References (24)

1. Anderson, J. R. (1990). Cognitive psychology and its implications. New York: Freeman
2. Beach, R. (1985). Discourse conventions and researching response to literary dialogue. In C. R. Cooper (Ed,), Researching response to literature and the teaching of literature: Points of departure (pp. 54-69). Norwood, NJ: Ablex
3. Bell, N. (1991a). Gestalt imagery: A critical factor in language comprehension. Annals of Dyslexia, 41, 246-261
4. Bell, N. (1991b). Visualizing and verbalizing for language comprehension and thinking. Paso Robles, CA: Academy of Reading Publications
5. Catterall, J. S. (1998). Does experience in the arts boost academic achievement: A response to Eisner. Art Education 51(4) 6-8
6. Conrad, F. (1998), Meta-analysis of the effectiveness of creative drama. In Wagner, B. J. (Ed.), Educational drama and language arts: What research shows. Portsmouth, NH: Heinemann
7. Cook, D. T., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field setting. Boston, MA: Houghton Mifflin
8. Eisner, E. W. (1998). Does experience in the arts boost academic achievement? Art Education 51(1) 7-15
9. Gardiner, M. F., Fox, A., Knowles, F., & Jeffrey, D, (1996). Learning improved by arts training. Nature, 381, 284
10. Hughes, L. (Ed.). (1992). Thank you, ma'am. In The Great Books foundationt, Junior Great Books; Series 4. Chicago, IL: The Great Books Foundation
11. Kardash, C. A. M., & Wright, L. (1987). Does creative drama benefit elementary school students: A meta-analysis. Youth Theatre Journal, 1(3), 11-18
12. Long, S. A., Winograd P. N., & Bridge C. A. (1989). The effects of reader and text characteristics on reports of imagery during and after reading. Reading Research Quarterly, 17, 44-57
13. Lukens, R. J, (1998). A critical handbook of children's literature (6th ed.). New York: HarperCollins
14. Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1993). Music and spatial task performance. Nature, 365, 611
15. Rauscher, F. H., Shaw, G. L., Levine, L. J., Wright, E., Dennis, W., & Newcomb, R. (1997). Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Neurological Research, 19, 2-8
16. The Riverside Publishing Company. (1997). Validity information for the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development-Forms k, lt m. Itasca, IL: Author
17. Shepard, R. N. (1967), Recognition memory for words, sentences, and pictures. Journal of Verbal Learning and Verbal Behavior, 6, 156-163
18. Smolkin, L. B. (1997). Dealing with dialogue: Fifth graders' responses to reading a play. Research in the Teaching of English, 51(2), 240-266
19. Spillane, R. R. (1987). Arts education is not a frill! Updating School Board Policies, 75(8), 1-3
20. Stein, B. S., & Bransford, J. D. (1979). Constraints on effective elaboration: Effects of precision and subject generation. Journal of Verbal Learning and Verbal Behavior, 18, 769-777
21. Vitz, K. (1983). A review of empirical research in drama and language. Children's Theatre Review, 32(4), 17-25
22. Wagner, B. J. (1998). Educational drama and language arts: What research shows. Portsmouth, NH: Heinemann
23. Whirlwind. (1997). Reading comprehension processes for imaging. Internal curriculum documentation document Chicago, IL: Author
24. Whirlwind. (1999). Reading comprehension through drama program: A 20-session lesson plan. Author