Greenfader, C., & Brouilette, L. (2013). Boosting Language Skills of English Learners through Dramatization and Movement. The Reading Teacher, 67, 171-180.
https://doi.org/10.1002/TRTR.1192

has been cited by the following article:

• TITLE: Language and Reading through Drama: Teachers’ Self-Efficacy

  AUTHORS: Amanda Melville, Lama Farran

  KEYWORDS: Drama, Language, Reading, Preschool Children, Preservice Teachers

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.11 No.4, August 31, 2021

  ABSTRACT: This pilot study examined the effect of drama exposure on preservice teachers’ self-efficacy beliefs regarding the language and reading development of their preschool students. Preservice teachers completed a survey before and after they participated in drama workshops. Results revealed statistically significant differences in pre- to post-ratings of teacher self-efficacy beliefs and attitudes regarding teaching language and reading skills, pointing to the potential impact of drama integration on teacher beliefs, which likely shape future instructional practices.