Date of Award

1-1-2013

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Susan Rennane

Library of Congress Subject Heading

Reading comprehension; Reading comprehension--Graphic methods; Children with mental disabilities

Abstract

This case study explores the impact of visualization and drama-based techniques on the reading comprehension of a fourth-grade student with a cognitive disability. Existing literature has indicated that reading comprehension is an area of struggle for many students and that visualizing and using drama can be highly effective in improving understanding of a text. Eighteen interventions were designed to work on three strategies, using a graphic organizer to document sensory information, drawing a scene from a story, and finally acting out a scene using props over the course of 6 weeks. This case study found that visualization and drama-based strategies are highly effective in improving reading comprehension and other areas of reading for students with cognitive disabilities improving recalling and fluency skills.

Rights

Open Access

OCLC Number

840615347

Is this full-text open access?

1

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