Imagery-Based Learning: Improving Elementary Students' Reading Comprehension With Drama Techniques
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.
Cite this
Dale S. Rose, Michaela Parks, Karl Androes, Susan Dvorak McMahon (2000). Imagery-Based Learning: Improving Elementary Students' Reading Comprehension With Drama Techniques. The Journal of Educational Research. https://doi.org/10.1080/00220670009598742
@article{s2000imagerybased,
title = {Imagery-Based Learning: Improving Elementary Students' Reading Comprehension With Drama Techniques},
author = {Rose, Dale S. and Parks, Michaela and Androes, Karl and McMahon, Susan Dvorak},
year = {2000},
journal = {The Journal of Educational Research},
doi = {10.1080/00220670009598742}
}Citations in this library
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