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UBC Theses and Dissertations

Developing an arts-integrated reading comprehension program for less proficient grade 3 and 4 students Winters, Kari-Lynn


This study investigates the efficacy of using arts integrated programming as a way to teach and evaluate global reading comprehension strategies among less proficient readers. The project was undertaken with twelve less proficient third and fourth grade readers in a West -Vancouver suburban public school for a total o f seven months. The study consisted of three phases. First the students were nominated, observed and interviewed. Pre-program progress interviews, which included arts-integrated evaluations, were also conducted. In the second phase, students were taught five reading comprehension strategies. Students learned about and practiced these strategies through nine arts-integrated lessons. Additionally, informal interviews with the two teachers and post-program interviews took place during this second phase. The third phase concluded by performing what had been learned throughout the sessions, conducting group delayed-program progress interviews, and completing student reflection sheets. The research findings revealed that all twelve of the less proficient students in the study generally improved their reading skills. When given opportunities to construct and express their understandings through arts-integration, they seemed to become more fluent decoders and appeared to strengthen their employment of global/interpretive comprehension strategies when reading printed texts.

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