Reader's Theater

Paper Summary:

This paper studies whether drama-based activities, specifically Reader's Theater, might help to increase reading fluency, comprehension, and vocabulary development in elementary students. In addition, this idea of teaching drama through the curriculum suggests improved learning, social-emotional development and reading as well as participation and
interest. The writer discusses the effectiveness of Reader's Theater in elementary school children. The writer explores that, using drama-based strategies, such as Reader's Theater, it is possible to reach an entire class full of students with a wide variety of learning styles and educational backgrounds. Finally, the writer concludes that drama-based instruction supports the growth of language development while improving memory cognition.

From the Paper:

"Creech and Bhavnagri identified ways that drama can benefit elementary school students, in learning about elements of stories. Teachers do not need to be experienced, or to have training in theater or drama in order to utilize drama in the classroom. Instead, according to Creech and Bhavnagri, teachers may use their own imaginative capacities to do so, just as they encourage their students' imaginations and inherent sense of play. Drama, these authors contend, may all too often be pushed aside, in an excessive effort to introduce as much "academic" material as possible. However, drama can actually enhance students' ability to absorb all aspects of learning, including academic learning. Students from disadvantaged backgrounds are especially likely to benefit from the inclusion of drama in the curriculum. Students will learn grammar skills, interpretation skills, problem solving skills, speaking skills, and even writing skills through reading, analyzing, performing, and partially rewriting dramatic texts."

Sample of Sources Used:

• Abeles, B., & Horowitz, R. (1999). Champions of change. New York: Center for Arts Education Research, Teachers College, Columbia University. Retrieved June 30, 2005, from: http://aep-arts.org database.
• Anderson, C. (Fall 2004). Learning in "as-if" worlds: Cognition in drama in education. Theory into practice. Retrieved April 25, 2005, from:http://findarticles.com/p/articles/mi_m0NQM/is_4_43/an8686066. html.
• Brizendine, N., & Thomas, J. (1982). Learning through dramatics: Ideas for teachers and librarians. Phoenix: Oryx.
• Creech, N., & Bhavnagri, N. (Summer 2002). Teaching elements of story through drama to 1st-graders. Childhood education, 78.4, 219 (6).
• Fredericks, A. D. (2001). What is reader's theatre. In Readers theatre for American history. Englewood, CO: Teacher Ideas Press. Xii.

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