ERIC Number: ED027364
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
Self-Directive Dramatization Project, Joliet, Illinois. Elementary Program in Compensatory Education 2.
American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Two studies of the Self-Directive Dramatization Project are reported. In the first the relationship of dramatization, self-concept, and reading achievement in middle class children in grades 2 through 7 was examined, and in the second mostly black disadvantaged children in grades 1 through 4 were studies. Both groups of children dramatized stories from three to five times a week over periods of 3 months. In both studies gains in reading ability and self-concept during the self-dramatization period were measured, tested against a null hypothesis, and intercorrelated; and in the second study gains by the experimental groups were compared with those of a corresponding control group. The findings of the second study, thought to be more significant than the first, suggested that the experimental groups made greater gains in reading ability than the control especially the grade 2 experimentals, whose gains exceeded expectations. (EF)
Descriptors: Black Youth, Disadvantaged Youth, Dramatic Play, Program Costs, Program Evaluation, Reading Achievement, Reading Instruction, School Personnel, Self Concept, Self Directed Groups, White Students
Superintendent of Documents, U.S. Government Printing Office, Washington, D.C., 20402 ($0.25)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Identifiers - Location: Illinois