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ERIC Number: ED451474
Record Type: Non-Journal
Publication Date: 2000-Jul
Pages: 49
Abstractor: N/A
Reference Count: N/A
A Comparison of First Grade Children Receiving Traditional Instruction or Traditional Instruction with Drama Supplements and Its Effects on Reading Fluency.
Huey, Jessica Ann
The focus of this study was on the use of drama supplements to increase the reading fluency of first grade students in a suburban school. The subjects of this study were first grade students. They were between six and eight years old and attended a suburban school in Knoxville, Tennessee. The class contained eight girls and twelve boys. Students were randomly assigned to one of two groups. The control group was taught reading lessons from the Silver Burdett and Ginn basal readers. The experimental group received the same reading instruction, but in addition, they received drama supplements. They transformed each story they read into a play. To ensure that all children were given equal opportunity to use drama at some time during this study, the groups alternated between the control and experimental positions. After both three week modules of the study, each student from Groups A and B was given an Informal Reading Inventory. In analyzing the data for this action research project, the researcher found no significant difference in the reading fluency of the students who received traditional basal based instruction and those who received traditional basal based instruction with the drama supplements. (Contains 45 references and a table of data. Appendixes contain permission letters.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee