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Integrating drama and sign language:...

Brown, Victoria Leigh.

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Integrating drama and sign language: A multisensory approach to language acquisition and its effects on disadvantaged preschool children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Integrating drama and sign language: A multisensory approach to language acquisition and its effects on disadvantaged preschool children./
作者:	Brown, Victoria Leigh.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1108.
Contained By:	Dissertation Abstracts International51-04A.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9025160

Integrating drama and sign language: A multisensory approach to language acquisition and its effects on disadvantaged preschool children.
Brown, Victoria Leigh.

Integrating drama and sign language: A multisensory approach to language acquisition and its effects on disadvantaged preschool children. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 212 p.

Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1108.

Thesis (Ph.D.)--New York University, 1990.

Research indicates that many disadvantaged children tend to be more physically and visually oriented and less verbal than their middle-class peers. This study evaluates the affect of drama activities in combination with sign language on the language acquisition of disadvantaged preschool children. The investigator chose to combine drama and sign language as a multisensory approach to language learning that would tap the physical, kinesthetic, and visual abilities of the population under investigation.Subjects--Topical Terms:

518817
Early childhood education.

Integrating drama and sign language: A multisensory approach to language acquisition and its effects on disadvantaged preschool children.
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245 1 0 $a Integrating drama and sign language: A multisensory approach to language acquisition and its effects on disadvantaged preschool children.
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300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1108.
500 $a Chairman: Robert Landy.
502 $a Thesis (Ph.D.)--New York University, 1990.
520 $a Research indicates that many disadvantaged children tend to be more physically and visually oriented and less verbal than their middle-class peers. This study evaluates the affect of drama activities in combination with sign language on the language acquisition of disadvantaged preschool children. The investigator chose to combine drama and sign language as a multisensory approach to language learning that would tap the physical, kinesthetic, and visual abilities of the population under investigation.
520 $a A treatment group of 60 four-year-old Head Start children was matched to a control group of equal size on five variables: gender, age, race/ethnic background, previous preschool experience and scores on the Carolina Language Development Scale. All children were then pre-tested to assess language levels using the Head Start Measures Battery: Language Scale.
520 $a The children in the drama/sign treatment group participated in teacher-directed activities (teachers were trained by the investigator) for 30 minutes a day, 4 days a week throughout the 1987-1988 school year. The signs introduced in drama activities were incorporated into the regular language curriculum. Children in the control group participated in standard "circle time" activities, including game playing and music, for the same period of time.
520 $a Using a repeated measures analysis of variance, post-testing revealed that although both groups scored significantly higher on the post-test than on the pre-test, those children participating in the drama/sign treatment scored significantly higher than those children participating in the standard preschool curriculum.
520 $a The investigator concluded the following: (a) the experimental program is a more effective instructional approach to language acquisition for disadvantaged preschoolers than standard language teaching strategies. (b) the experimental program is an equally effective instructional method for most disadvantaged preschool children no matter what the gender or initial language ability of the children might be, and (c) With sufficient teacher training and guidance, in addition to a moderate to high level of teacher motivation and cooperation, the experimental program can be administered effectively regardless of teaching styles. The investigator contributes the success of this treatment largely to the multisensory aspect of the drama/sign activities.
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