RM Winter 2016 FLIP

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Reading Matters
Teaching Matters
Reading Matters | Volume 16 • Winter 2016 | |55|
teachers, increase the amount of time spent reading aloud?
Unplugged
Reader’s Theatre is the dramatic interpretation and oral
reading of a play script (Walker, 2005). The use of dramatic
reading results in multiple benefits in the content-area classroom,
including fluency building, enhanced comprehension of text,
and interest-building and enthusiasm for learning (Kimbell-
Lopez, 2003; Levy, Coleman, & Alsman, 2002; McMahon, Raphael,
Goatley, & Pardo,1997; Trainin & Andrzejczak, 2006). There is
virtually no cost for utilizing this instructional strategy because
of the plethora of free online script resources (see Table 1) and
the lack of need for costumes or sets. Students do not need to
memorize lines for this theatre; instead, rehearsal with scripts is
the focus for skills practice. Repeated reading is well documented
in the literature as helping to increase reading fluency (Hasbrouck
& Tindal, 1992; Meyer & Felton, 1999; McMahon, Raphael,
Goatley, & Pardo, 1997; Rasinski, 2003; Samuels, 1997; Shanker
& Ekwall, 1998; Torgesen, Wagner, & Rashotte, 1994; What Works
Clearninghouse, 2014). When Reader’s Theatre is embedded in
social studies instruction, students are able to achieve fluency
goals while practicing with meaningful and purposeful content
(Jones, Burr, Kaufmann, & Beck, 2013; Yearta, Jones, & Griffin,
2014). Students can work in groups to convert sections of a
historical fiction novel into Reader’s Theatre scripts. Monster, by
Walter Dean Myers (1999),
was written in the form of a
screenplay and would adapt
easily to the reader’s theater
format (O’Shea, McQuiston,
& McCollin, 2009). Another
idea is to have students
write an oral history of their
own cultural or personal
experiences including oral
readings from seminal,
applicable works, e.g.
poetry about the fall of the
Berlin Wall, lines from the
dedication of a monument.
Plugged in
While there are currently
no apps in the iTunes
store that provide free
Reader’s Theatre scripts, this
innovation may not be far
off. Even still, teachers can
maximize student creativity
by combining unplugged
and plugged in resources
concurrently with the use
of apps (see Table 1). Some
apps, such as iMovie, will
allow students to record
and edit their production.
Moviemaker, included in
the Windows Essentials
2012 program suite, is another software application that can do
much the same thing. Students may even enjoy creating a movie
of still shots, then using voiceover technologies to record the
Reader’s Theatre script. A twist to this idea is using an application
with Green Screen technologies (see Figure 5). Both Green
Screen by Do Ink and Veescope Live are applications that allow
students to record themselves in virtually any setting. If you’re
concerned over student images on the Internet, consider using an
application such as Tellagami that lets students select an avatar.
Social studies instructional ideas include students acting out The
Star Spangled Banner story with historic scenes playing in the
background, presenting a speech from history while a slideshow
presents images of the era, or hosting a mock trial to determine
who is the guilty party in the fire.
Other applications allow students to create virtual puppets
that lip sync to students’ reading. Both Sock Puppets and Puppet
Pals are examples of free apps available in the iTunes App
Store, but they are just two of many examples of this type.
While some studies show that technology alone does not
significantly affect reading fluency and comprehension compared
to paper-based instruction, (see Bryan, 2011), we know that
providing opportunities for repeated practice is a validated
technique. This understanding, combined with the novelty and
motivation provided by
the use of technology, has
positive outcomes (Bramlett,
1994; Cheung & Slavin, 2013;
Day & Kroon, 2010; Delacruz,
2014; Kimbell-Lopez, 2003;
Levy, Coleman, & Alsman,
2002; McMahon, Raphael,
Goatley, & Pardo,1997; Trainin
& Andrzejczak, 2006).
Collaborative
Learning
Encouraging peers to
interact and use reading
strategies leads to an
increase in the learning of
the strategies, promotes
intellectual discussion,
and increases reading
comprehension (Cheung
& Slavin, 2013; Delacruz,
2014; National Reading
Panel, 2000). When students
collaborate to learn, they
often experience improved
academic performance,
greater motivation toward
learning, and increased time
on task (Bramlett, 1994;
Cheung & Slavin, 2013; Day
& Kroon, 2010; Delacruz,
Theatre Resources
Websites Unplugged Plugged in
Education Resource Guide (free) X
Internet Resources for Conducting Reader’s Theatre (free) X
Lesson plans with resources (free) X
Now Showing… Reader’s Theatre (free) X
iTunes Apps
iMovie: Students can record their Reader’s
theatre performances. ($4.99)
X X
Puppet Pals: Students can create and record
their own animated shows. (free; $2.99
premium)
X X
Sock Puppets: Students create their own
lip-synched videos, add puppets, props,
scenery, and backgrounds and start creating.
Hit the record button and the puppets
automatically lip-synch to your voice. (free)
X X
Featured in “Best New Apps in Education” in
iTunes. Green Screen by Do Ink makes it easy
to create incredible green screen videos and
images right on your iPad. ($2.99)
X X
Veescope Live: Real-time Green Screen/
Chroma Keying (free)
X X
Tellagami: Students can create and share a
quick animated video called a Gami. (free)
X X
Table 1: Resources for Reader’s Theatre