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Nageldinger Dissertation.pdf (11.54 MB)

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AN INVESTIGATION INTO THE COLLATERAL IMPACT OF SCHOOL THEATRE AND DRAMA ACTIVITIES ON STRUGGLING READERS

Nageldinger, James K.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1409923580

Abstract Details

2014, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
Reading experts have long known that the process of repeated reading builds reading fluency, a critical aspect of reading comprehension. Many theatre activities by default require repeated reading. While much is known about the relationship of repeated reading, fluency, and reading comprehension, little is known about what, if any impact, theatre activities that invite repeated reading have on readers who struggle. The purpose of this mixed methods study was to explore the perceived collateral impact of school theatre programs on overall reading performance and affect. One hundred and eighty-four theatre majors from 5 universities completed a survey on experiences with reading and school theatre activities. The survey results generated a case study sample of 5 participants for in-depth interviews to explain and expand the survey findings. Results indicated that theatre activities have a definite perceived impact on struggling readers. Repeated reading and its impact on fluency and prosody were cited. Furthermore increased engagement, the use of visualization, and the predominance of close reading—one of the anchor standards of the Common Core State Standards—also emerged as dominant themes. In addition, students reported that the social environment of theatre provided safe conditions for the creation of meaning from text. Implications include the reassessment of curricular priorities by curriculum stakeholders and the potential for teachers K–12 to offer alternative theatre-based approaches to students who struggle with reading.
Timothy V. Rasinski, PhD (Committee Co-Chair)
William P. Bintz, PhD (Committee Co-Chair)
Brian W. Edmiston, PhD (Committee Member)
Lisa A. Borgerding, PhD (Committee Member)
193 p.
Education; Elementary Education; Middle School Education; Reading Instruction; Secondary Education; Special Education; Teaching; Theater
theatre; struggling readers; fluency; prosody; close reading; repeated reading; acting; engagement; visualization; Readers Theater; social learning

Recommended Citations

Citations

  • Nageldinger, J. K. (2014). AN INVESTIGATION INTO THE COLLATERAL IMPACT OF SCHOOL THEATRE AND DRAMA ACTIVITIES ON STRUGGLING READERS [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1409923580

    APA Style (7th edition)

  • Nageldinger, James. AN INVESTIGATION INTO THE COLLATERAL IMPACT OF SCHOOL THEATRE AND DRAMA ACTIVITIES ON STRUGGLING READERS . 2014. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1409923580.

    MLA Style (8th edition)

  • Nageldinger, James. "AN INVESTIGATION INTO THE COLLATERAL IMPACT OF SCHOOL THEATRE AND DRAMA ACTIVITIES ON STRUGGLING READERS ." Doctoral dissertation, Kent State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1409923580

    Chicago Manual of Style (17th edition)

kent1409923580
603
© 2014, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.