How does creative drama instruction increase the reading engagement of eighth grade students with learning disabilities?

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dc.contributor.authorKirkland, Janice Len_US
dc.contributor.committeeChairAlbright, Lettie K.
dc.contributor.committeeMemberWhite, Nora
dc.contributor.committeeMemberVardell, Sylvia M.
dc.date.accessioned2014-04-04T19:00:57Z
dc.date.available2014-04-04T19:00:57Z
dc.date.copyright2013en_US
dc.date.issued1/1/2013en_US
dc.description.abstractStudents with learning disabilities may experience difficulty engaging in literacy activities, as they risk being hindered by negative attitudes and doubt of their intellectual abilities, reduced effort, lower self-efficacy, and failure (Klassen, 2007; Litcht & Kirstner, 1986; Oldfather, 2002; Roberts, Torgesen, Boardman, & Scammacca, 2008). Motivating these adolescents to read critically from an engaged stance is an indispensable requirement of literacy instruction because adolescent readers face increasingly complex material, may risk aliteracy (Brinda, 2007), need to develop a positive reader identity to facilitate life-long reading (Strommen & Mates, 2004), and live in a world with increased literacy demands (Allington, 2001). Hearing the adolescents voices concerning reading engagement is of value (Brinda, 2007: Mizzelle, 1997; Oldfather, 2002) when addressing the literacy needs of these students. Once teachers can understand how their students feel about reading, they can help students to engage in successful learning (Vlach & Burcie, 2010). This study explores if creative drama instruction increases reading engagement of eighth grade students with learning disabilities. Using narrative inquiry, I gathered, analyzed, and interpreted the stories told by the participants through observation, conversation, and interviews using descriptive questions to discover what the students say and do that reveal their experiences and observations of engaged readers, particularly when participating in creative drama activities. I also used student created artifacts, along with student reflections following each drama enactment. Researcher observations, the researcher s reflective journal, and audio and video recordings contributed to the data sources. Themes clustered into the following categories: engaged readers are focused, interact with others, demonstrate their thinking, take an aesthetic stance, do not give up, desire to select good books, and abandon boring books. Data was portrayed using the participants words, where possible, to capture the students voices, personal meanings, and stories.en_US
dc.identifier.urihttp://hdl.handle.net/11274/344
dc.language.isoen_USen_US
dc.subjectAdolescents
dc.subjectCreative dramatics
dc.subjectEngagement
dc.subjectLearning disabilities
dc.subjectCommunication and the artsen_US
dc.subjectReading
dc.subjectEducationen_US
dc.titleHow does creative drama instruction increase the reading engagement of eighth grade students with learning disabilities?en_US
dc.typeDissertationen_US
thesis.degree.departmentReading
thesis.degree.disciplineReading
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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