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Preschool Intervention for Embodied Storytelling (PIES) : = Using Drama to Enhance Language Skills at Storytime.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preschool Intervention for Embodied Storytelling (PIES) :/
Reminder of title:	Using Drama to Enhance Language Skills at Storytime.
Author:	Pierce, Melissa.
Description:	1 online resource (139 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: B.
Contained By:	Dissertations Abstracts International84-03B.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29318915click for full text (PQDT)
ISBN:	9798841780236

Preschool Intervention for Embodied Storytelling (PIES) : = Using Drama to Enhance Language Skills at Storytime.
Pierce, Melissa.

Preschool Intervention for Embodied Storytelling (PIES) :Using Drama to Enhance Language Skills at Storytime. - 1 online resource (139 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: B.

Thesis (Ph.D.)--Arizona State University, 2022.

Includes bibliographical references

The purpose of the Preschool Intervention for Embodied Storytelling (PIES) study was to evaluate the efficacy of a drama-based story time intervention on at-risk preschool students' emotion knowledge, story retell and story comprehension skills. Six classrooms with 44 students were randomly assigned into drama-based intervention and dialogic reading control groups. After four weeks of intervention sessions twice per week, students' emotion knowledge and story retell skills were assessed with distal measures. During the program, students' comprehension of the stories was evaluated weekly. Participants did not show significant main effects on any measures, however investigation of simple effects revealed differences in gains over time for intervention students in their story retell skills. Despite lack of significance, effect sizes for story retell were promising. Mean differences in story comprehension skills were consistently in favor of the intervention group for the duration of the program. Teacher participants showed an increase in their positive perceptions of drama-based instruction, but their own use of these strategies at story time was variable before and after observing the PIES program. Drama based instruction through PIES may be a favorable intervention strategy for preschool students as they develop narrative skills that are a prerequisite for future reading comprehension success.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841780236Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Drama based instructionIndex Terms--Genre/Form:

542853
Electronic books.

Preschool Intervention for Embodied Storytelling (PIES) : = Using Drama to Enhance Language Skills at Storytime.
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500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: B.
500 $a Advisor: Restrepo, Maria Adelaida.
502 $a Thesis (Ph.D.)--Arizona State University, 2022.
504 $a Includes bibliographical references
520 $a The purpose of the Preschool Intervention for Embodied Storytelling (PIES) study was to evaluate the efficacy of a drama-based story time intervention on at-risk preschool students' emotion knowledge, story retell and story comprehension skills. Six classrooms with 44 students were randomly assigned into drama-based intervention and dialogic reading control groups. After four weeks of intervention sessions twice per week, students' emotion knowledge and story retell skills were assessed with distal measures. During the program, students' comprehension of the stories was evaluated weekly. Participants did not show significant main effects on any measures, however investigation of simple effects revealed differences in gains over time for intervention students in their story retell skills. Despite lack of significance, effect sizes for story retell were promising. Mean differences in story comprehension skills were consistently in favor of the intervention group for the duration of the program. Teacher participants showed an increase in their positive perceptions of drama-based instruction, but their own use of these strategies at story time was variable before and after observing the PIES program. Drama based instruction through PIES may be a favorable intervention strategy for preschool students as they develop narrative skills that are a prerequisite for future reading comprehension success.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Speech therapy. $3 520446
650 4 $a Early childhood education. $3 518817
653 $a Drama based instruction
653 $a Embodiment
653 $a Intervention
653 $a Language
653 $a Narratives
653 $a Preschool
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710 2 $a Arizona State University. $b Speech and Hearing Science. $3 2102134
773 0 $t Dissertations Abstracts International $g 84-03B.
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