Date of Award

2017

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

Curriculum and Instruction

First Advisor

Kenneth Vogler

Abstract

This study focused on the effects of arts-based instruction on student literacy achievement. The study sought to identify how incorporating arts into the reading classroom through arts-based interventions affected the literacy achievement of fifth-grade students who attended a school for science, technology, engineering, art, and mathematics (STEAM) located in South Carolina. One group of fifth-grade student-participants, consisting of 10 students, received arts-based interventions, focusing on literacy skills. Students met with the researcher three times a week to receive arts-based literacy interventions. Data collection included a pre assessment and post assessment of literacy skills, along with surveys of student-participants’ attitudes about the reading and literacy curriculum. Findings included an overall increase in assessment scores among 80% of the student participants who received arts-based interventions. From the study’s findings, the participant-researcher, along with the administration and teaching team, designed an action plan and shared reflections regarding arts-based curricular integration. The action plan focused on implementing arts based literacy interventions to all 5th grade students with the goal of increase student’s literacy achievement.

Rights

© 2017, Sara D. Tucker

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