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The effect of art and reading interv...

Peterson, Mary Elizabeth.

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The effect of art and reading interventions on self-esteem in an adolescent with a learning disability.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of art and reading interventions on self-esteem in an adolescent with a learning disability./
Author:	Peterson, Mary Elizabeth.
Description:	116 p.
Notes:	Adviser: Laura Cherry.
Contained By:	Masters Abstracts International40-06.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1409313
ISBN:	0493669590

The effect of art and reading interventions on self-esteem in an adolescent with a learning disability.
Peterson, Mary Elizabeth.

The effect of art and reading interventions on self-esteem in an adolescent with a learning disability. - 116 p.

Adviser: Laura Cherry.

Thesis (M.A.)--University of Louisville, 2002.

In this single-case study, art intervention and reading instruction was administered to a fifteen year-old female. Based on the information obtained in the literature review, it was hypothesized that art intervention and reading instruction would increase self-esteem in a learning disabled female adolescent. A single case study design was utilized, consisting of a baseline pretest intervention and collection of data with posttest results. The major goals of art intervention and reading instruction were to improve her self-esteem by increasing her reading skills through the production of art. Art activities were adapted to fit the reading skills instruction. The art and reading interventions were based on the theoretical framework of Adaptive Art Therapy and the Theory of Multiple Intelligences. Another important premise was that of Phonological Awareness. Phonological Awareness in reading is crucial to reading success and can be taught to older children. Results of this study were tested using the Mandala drawings, Rosenberg Self-Esteem Scale, Self-Concept Scale for Children, “Parental/Representative Weekly Questionnaire,” and the Modified Rosenberg Self-Esteem Scale for Parents. Results indicated that the subject's self-esteem remained unchanged in this study. The subject scored above-average on self-esteem scores pre and posttest. The subject was able to adapt art activities to increase her reading skill level, therefore part of the original hypothesis was validated. A review of the subject's progress throughout the research study was described.

ISBN: 0493669590Subjects--Topical Terms:

1018432
Education, Art.

The effect of art and reading interventions on self-esteem in an adolescent with a learning disability.
LDR:02482nam 2200289 a 45 001 925883
005 20110419
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020 $a 0493669590
035 $a (UnM)AAI1409313
035 $a AAI1409313
040 $a UnM $c UnM
100 1 $a Peterson, Mary Elizabeth. $3 1249381
245 1 0 $a The effect of art and reading interventions on self-esteem in an adolescent with a learning disability.
300 $a 116 p.
500 $a Adviser: Laura Cherry.
500 $a Source: Masters Abstracts International, Volume: 40-06, page: 1344.
502 $a Thesis (M.A.)--University of Louisville, 2002.
520 $a In this single-case study, art intervention and reading instruction was administered to a fifteen year-old female. Based on the information obtained in the literature review, it was hypothesized that art intervention and reading instruction would increase self-esteem in a learning disabled female adolescent. A single case study design was utilized, consisting of a baseline pretest intervention and collection of data with posttest results. The major goals of art intervention and reading instruction were to improve her self-esteem by increasing her reading skills through the production of art. Art activities were adapted to fit the reading skills instruction. The art and reading interventions were based on the theoretical framework of Adaptive Art Therapy and the Theory of Multiple Intelligences. Another important premise was that of Phonological Awareness. Phonological Awareness in reading is crucial to reading success and can be taught to older children. Results of this study were tested using the Mandala drawings, Rosenberg Self-Esteem Scale, Self-Concept Scale for Children, “Parental/Representative Weekly Questionnaire,” and the Modified Rosenberg Self-Esteem Scale for Parents. Results indicated that the subject's self-esteem remained unchanged in this study. The subject scored above-average on self-esteem scores pre and posttest. The subject was able to adapt art activities to increase her reading skill level, therefore part of the original hypothesis was validated. A review of the subject's progress throughout the research study was described.
590 $a School code: 0110.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Special. $3 606639
690 $a 0273
690 $a 0525
690 $a 0529
710 2 0 $a University of Louisville. $3 1017614
773 0 $t Masters Abstracts International $g 40-06.
790 $a 0110
790 1 0 $a Cherry, Laura, $e advisor
791 $a M.A.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1409313