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Impact of fine arts integration on t...

Matthews, Janice L.

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Impact of fine arts integration on third, fourth, and fifth graders' reading achievement in an urban magnet school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Impact of fine arts integration on third, fourth, and fifth graders' reading achievement in an urban magnet school./
作者:	Matthews, Janice L.
面頁冊數:	95 p.
附註:	Adviser: Kouider Mokhtari.
Contained By:	Dissertation Abstracts International62-08A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3023940
ISBN:	0493354263

Impact of fine arts integration on third, fourth, and fifth graders' reading achievement in an urban magnet school.
Matthews, Janice L.

Impact of fine arts integration on third, fourth, and fifth graders' reading achievement in an urban magnet school. - 95 p.

Adviser: Kouider Mokhtari.

Thesis (Ed.D.)--Oklahoma State University, 2001.

<italic>Scope and method of study</italic>. The purpose of this study was to explore the impact of an integrated fine arts curriculum—consisting of dance, music, drama, and visual arts—on the reading performance of third, fourth, and fifth grade students in one elementary magnet school in Oklahoma. The performance of these students (n = 110) was compared to that of a group of students (n = 142) enrolled in a similar school with a traditional curriculum. The reading performance measures used consisted of scores obtained on the Iowa Test of Basic Skills and the reading section of the Oklahoma Criterion-Referenced Test, which is based upon the state's standards for reading.

ISBN: 0493354263Subjects--Topical Terms:

1018432
Education, Art.

Impact of fine arts integration on third, fourth, and fifth graders' reading achievement in an urban magnet school.
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520 $a <italic>Scope and method of study</italic>. The purpose of this study was to explore the impact of an integrated fine arts curriculum—consisting of dance, music, drama, and visual arts—on the reading performance of third, fourth, and fifth grade students in one elementary magnet school in Oklahoma. The performance of these students (n = 110) was compared to that of a group of students (n = 142) enrolled in a similar school with a traditional curriculum. The reading performance measures used consisted of scores obtained on the Iowa Test of Basic Skills and the reading section of the Oklahoma Criterion-Referenced Test, which is based upon the state's standards for reading.
520 $a <italic>Findings and conclusions</italic>. The results obtained revealed statistically significant differences in reading performance between groups for fifth grade, but not for third and fourth grade students. Unlike what was hypothesized, the results showed that for third and fourth grades, students in the traditional school outperformed their counterparts in the integrated fine arts school. These results are surprising, but justifiable when considering the various aspects that could have contributed to the lack of impact of the fine arts curriculum on the reading performance of students in third and fourth grades. These findings are discussed in light of research and practices in the area of integrated curriculum and instruction.
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