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dc.contributor.authorCowan, Andrea
dc.date.accessioned2021-10-13T17:20:58Z
dc.date.available2021-10-13T17:20:58Z
dc.date.issued2021
dc.identifier.urihttps://scholars.smwc.edu/handle/20.500.12770/280
dc.description.abstractResearch on literacy describes reading and learning as a multidimensional process. It is also understood that reading difficulties do not disappear with age. In fact, students with learning difficulties can struggle with ongoing anxiety and feelings of low self-worth. This pretest/posttest pilot study identified how the Road Drawing directive can effect participant scores of the CASAS (Comprehensive Adult Student Assessment System) Reading GOALS (Greater Opportunities for Adult Learning Success) assessment. Young adulthood is a critical time for examining career motivation and an individual’s plan. With nearly half of young adults in America reading below an 8th-grade level, finding alternative methods for boosting literacy levels for this population is long overdue. Research points towards incorporating aspects of the creative arts to improve literacy levels. The CASAS Reading GOALS assessment as a pretest and posttest measure was taken by the adult (over 18 years of age) study participant and resulted in a 9-point score improvement on the CASAS/GOALS assessment following the art therapy directive. This outcome indicated that an art intervention could potentially improve literacy and be considered an additional resource for adult literacy programs, however, the use of an art making activity between tests to improve literacy requires further study.en_US
dc.language.isoen_USen_US
dc.subjectArt therapyen_US
dc.subjectReadingen_US
dc.subjectFunctional literacyen_US
dc.subjectDrawingen_US
dc.titleA Case Study Examining the Influence of the Road Drawing Directive on CASAS Reading GOALS Scoresen_US
dc.typeThesisen_US
dc.type.degreenameMaster of Arts in Art Therapyen_US


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