Date of Award
8-2015
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Mary Hedenstrom
Department/School
Education, Curriculum and Instruction
Abstract
The intent of this action research study was to determine how integrating visual arts activities into reading lessons could impact students’ literacy skills. The study took place in a suburban elementary school and included both male and female students, aged eight to nine years old. The data was collected using comprehension tests, student/teacher reflections, and information gathered from the students’ artwork. Student literacy skills did show gains as a result of this intervention. The study also exhibited ways in which visual art teachers can be valuable participants in the push to integrate literature into other content areas. Creating visual artwork after reading was helpful in terms of comprehension for many students. Students also showed an increased sense of engagement and enjoyment for reading when the artwork was involved. With the implementation of the methods described in this study, educators can help students gain comprehension and retention skills.
Keywords: visual art, literacy, comprehension, art integration, comprehension strategies
Recommended Citation
Mathieson, Erica M.. (2015). The Impact of Creating Visual Arts on Reading Comprehension in Third Grade Students. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/125