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Integrating language processes through readers theater
Issue Date: 
Teaching and Learning, 14(2),30-42
An integrated curriculum in language learning links reading, writing, speaking, listening, grammar, and vocabulary within broad units of organization. Students learn language, learn through language, learn about language (Halliday, 1979), and learn to think through language in a continuous and expanding process that links classroom with real-life, hands-on experiences. In a curriculum that is driven by a holistic, integrative approach, students "learn to talk by talking, comprehend oral language by listening, write by writing, and read by reading" (Goodman, Smith, Meridith, Goodman, 1987, p. 7).
Readers theater has been used successfully in language and literature programs that are based on integrative and holistic approaches. Readers theater activities "enhance readiness, vocabulary, development, oral reading skills, reading
comprehension, and self-concept, from kindergarten through at least junior high school" (Secondary 1 and 2) (Miller & Mason, 1983, p. 129). The flexibility of readers theater is such that students of a wide
range of age groups and levels of proficiency can benefit from, and enjoy it. Even beginning readers and writers can participate successfully in readers theater. At the upper level of schooling, tenth
graders (Secondary 4) and even twelfth graders have engaged in readers theater successfully. The key to the effective use of readers theater lies in a judicious selection of materials as well as in effective planning by the teacher.
Appears in Collections:Journal Articles - Teaching and Learning

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