The Influence of Drama on Elementary Students’ Narrative Written Language and On-Task Behavior

• In Event: Arts Integration for 21st-Century Learning

Abstract

This study examined the influence of dramatic arts integration (AI) on third grade students’ oral narrative language and on-task behavior across AI and conventional language arts (LA) lessons in two classrooms at an urban, self-contained, nonpublic day school serving students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results indicated associations between context and students’ narrative skill and on-task behavior. Narrative analysis revealed that students used more productive, linguistically specific, and cohesive discourse in AI over LA contexts on retelling tasks. Students also showed increased on-task behavior in AI over conventional LA contexts. Implications for intervention with special populations including those at risk for academic failure due to disability factors are discussed.

Authors

• Alida Anderson, American University

• Katherine Adams Berry, The George Washington University

• Sandra Michelle Loughlin, University of Maryland