The Influence of Process Drama on Elementary Students' Written Language

Autor/in	Anderson, Alida
Titel	The Influence of Process Drama on Elementary Students' Written Language
Quelle	In: Urban Education, 47 (2012) 5, S.959-982 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085912446165
Schlagwörter	Grade 4; Elementary School Students; Language Arts; Literacy; Learning Disabilities; Special Education; Charter Schools; Urban Schools; Drama; Class Activities; Role Playing; Written Language; Context Effect; Productivity + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Sprachkultur; Alphabetisierung; Schreib- und Lesefähigkeit; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schauspiel; Rollenspiel; Geschriebene Sprache; Produktivität
Abstract	This article describes the influence of process drama on fourth grade students' written language productivity and specificity. Participants included 16 students with learning and/or behavioral challenges at an urban public charter school. The influence of process drama on students' written language was compared across contextualized and decontextualized activities to identify associations between activities and language outcomes. Significant increases in students' written language productivity and specificity were observed in contextualized dramatic arts activities, as compared to decontextualized language arts activities. Implications and directions for future research in arts integration within content area instruction for students in inclusive settings are discussed. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10