{"title":"The Influence of Drama on Elementary Students Written Narratives and On-Task Behavior","authors":"A. Anderson, Katherine A. Berry","doi":"10.18666/LDMJ-2014-V20-I3-5885","DOIUrl":null,"url":null,"abstract":"Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N=14) with comorbid language-based learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results showed associations between the quality of students written language and context of use, such that students used significantly more referential and spatial cohesive discourse markers in DLA than in CLA context. Also, students had higher rates of on-task behavior in DLA as compared to the CLA context. Intervention implications for students with LD and ADHD due to language learning and behavioral factors are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"33 7 1","pages":"143-157"},"PeriodicalIF":0.5000,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disabilities-A Multidisciplinary Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18666/LDMJ-2014-V20-I3-5885","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 6
Abstract
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N=14) with comorbid language-based learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results showed associations between the quality of students written language and context of use, such that students used significantly more referential and spatial cohesive discourse markers in DLA than in CLA context. Also, students had higher rates of on-task behavior in DLA as compared to the CLA context. Intervention implications for students with LD and ADHD due to language learning and behavioral factors are discussed.
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