The Correlation of Artistic Levels of Development and Reading Comprehension in Elementary Students

The primary purpose of this study was to investigate the correlation between artistic development and reading comprehension levels in a selected group of elementary students. The subjects for the study were thirty-four third grade students from a rural elementary school in North Carolina. A portfolio of artwork was collected and the STAR Reading test was given to each student three times during the year of study. Data was collected and compiled using artistic development levels and instructional reading levels. Students fell into the Pre-schematic stage, Schematic stage, Dawning Realism stage or Pseudo Realistic stage based on Lowenfeld's Stage of Artistic Development. Instructional Reading Levels (IRL) were determined by the STAR Reading Test and ranged from Preprimer to 6.9 (sixth grade ninth month) during the study period. Comparisons and correlations were made base on the findings. No consistent correlations were found between artistic development and reading comprehension. Age levels, grade levels, exceptionalities, time devoted to the topics and even teaching habits all had an impact on student performance. Exposure and support to the arts and reading habits also had an impact on student accomplishments. There were no standards for all of the students as each child developed at their own pace