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Art Integration and Reading Achievement

Title: Art Integration and Reading Achievement.
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Name(s): Cannon Wilson, Iris Chloris, author
Iatarola, Patrice, professor directing dissertation
Jakubowski, Elizabeth M., university representative
Herrington, Carolyn D., committee member
Rutledge, Stacy A., committee member
Florida State University, degree granting institution
College of Education, degree granting college
Department of Educational Leadership and Policy Studies, degree granting department
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2016
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (151 pages)
Language(s): English
Abstract/Description: Accountability pressures have impacted pedagogy in many K-12 schools in the United States. Low achievement on standardized assessments may be attributed to many factors, including instructional strategies. Differentiated instruction has been identified as an instructional method that meets the diverse needs, interests, and strengths. The purpose of this quantitative comparative study analyzes the effectiveness of arts integration on reading achievement of fourth and fifth grade students who participate in an arts integration program in a Title I school as compared to fourth and fifth grade students attending a Title I school without an arts integration program. A framework of constructivism guided the study. The study was designed to answer the research question of "To what extent, if any, does arts integration in a Title 1 school improve students reading achievement?" Using student and school level data from the 2013 – 2014 academic year, this study used regression analyses to estimate the difference in reading achievement between the two schools, controlling for a number of factors that include school, student, and teacher characteristics. This study indicated some effect on reading achievement of fourth and fifth grade students in two elementary schools, more studies need to be conducted to add to the field of arts integration. Further research is needed to explore and confirm the impact of arts integration as an instructional strategy in other schools.
Identifier: FSU_2016SP_CannonWilson_fsu_0071E_13113 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Leadership & Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester 2016.
Date of Defense: April 4, 2016.
Keywords: Art integration, Reading Achievement
Bibliography Note: Includes bibliographical references.
Advisory Committee: Patrice Iatarola, Professor Directing Dissertation; Elizabeth Jakubowski, University Representative; Carolyn Herrington, Committee Member; Stacey Rutledge, Committee Member.
Subject(s): Education
Reading
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113
Owner Institution: FSU

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Cannon Wilson, I. C. (2016). Art Integration and Reading Achievement. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113