Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This research explored how the drawings of five-to seven-year-old children reflect their interests and emotions. This research also evaluated the role these drawings played in their literacy education and development. Two groups of students were compared in regards to the impact drawing had on their literacy development. The experimental group received the drawing intervention while the control group received literacy instruction only. Teachers were interviewed to ascertain whether the intervention affected the students’ literacy development, as well as to gain insight into children’s thinking emanating from their drawings. It was found that the students who used drawing as a complement to their study increased comprehension and retention of the material more than students who did not include drawing as a part of their studies. The results of this research showed that drawing may assist children’s oral expression of literature comprehension and may also help their memory.

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