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Dramatization within secondary language arts curriculum : an intervention for generating analytical/evaluative thought relevant to story theme and characterization

Author: Steven Lee Byerly
Publisher: 1995.
Dissertation: Ph. D. University of California, Riverside 1995
Edition/Format:   Thesis/dissertation : Document : Thesis/dissertation : eBook   Computer File : EnglishView all editions and formats
Database:WorldCat
Summary:
The purpose of this experiment was to determine the effectiveness of dramatization as an instructional intervention in the development of interpretive/evaluative thought in the analysis of short stories. Eighteen students completed the experiment in each of three treatment groups. One group analyzed short stories through the traditional means of answering in writing knowledge, interpretive and evaluative questions;  Read more...
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Genre/Form: Dissertations, Academic
Additional Physical Format: Byerly, Steven Lee.
Dramatization within secondary language arts curriculum : an intervention for generating analytical/evaluative thought relevant to story theme and characterization.
1995
(OCoLC)34343097
Material Type: Document, Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Steven Lee Byerly
OCLC Number: 741765612
Notes: Includes abstract.
Reproduction Notes: Electronic reproduction. [Ann Arbor, Mich.] : ProQuest, 2011. Mode of access: World Wide Web. Access restricted to subscribing institutions.
Description: ix, 149 leaves : illustrations ; 28 cm
Other Titles: Intervention for generating analytical/evaluative thought relevant to story theme and characterization
Responsibility: by Steven Lee Byerly.

Abstract:

The purpose of this experiment was to determine the effectiveness of dramatization as an instructional intervention in the development of interpretive/evaluative thought in the analysis of short stories. Eighteen students completed the experiment in each of three treatment groups. One group analyzed short stories through the traditional means of answering in writing knowledge, interpretive and evaluative questions; a second group analyzed short stories by answering the same questions as the first in a quizzing game show format; and, the third group dramatized key aspects of the plots of the short stories using scripts written for one female and one male. Students participating were sophomores in a suburban high school in southern California. Eight treatments were administered, two each week for four consecutive weeks, no two treatments given on any one day. Students' extent of interpretive/evaluative thought development was assessed following each treatment with the use of a writing prompt requesting the student to interpret and evaluate a principal character's behavior in a contrived situation unique to the actual storyline. Interrater reliability for the two raters assessing the prompts was high. The scores on the prompts were subjected to a non orthogonal repeated measures analyses of variance, and the results indicated that dramatization, although not a significantly superior teaching methodology of the three methods examined for readers scoring in the lower 1/2 of students nationally in reading comprehension ability, did produce significantly better results in generating interpretive/evaluative thought relevant to short story theme and characterization for those students ranked in the top 1/2 of reading comprehension ability.

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