Date of Award

2018

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Donna Patterson

Second Advisor

Rachel Lloyd

Third Advisor

Michael Mullins

Abstract

Elementary classroom teachers are facing a mounting problem; how can they help the growing number of struggling readers improve? Research suggests that phonics-based approaches to reading are less effective at improving reading skills than more integrated teaching strategies that also focus on comprehension, yet teaching methods for struggling readers remain primarily phonics-based. So, how should teachers help these students get better at reading? The following paper examines the relationship between reading and dramatic play. Research indicates that when drama-based activities are incorporated into reading lessons, student comprehension rates improve. Using dramatic play to teach reading has shown to be an effective way for teachers to help students improve critical reading skills because according to the research, drama requires the same fundamental skills that are also needed to be a good reader. The research also offers a discussion on how dramatic play provided multiple resources for students to draw information from that go beyond simply reading the text. To help teachers incorporate dramatic play in the classroom, this paper presents a series of drama-based reading activities that can be used with any pre-existing reading curriculum.

Identifier

SC 11.MAE.2018.Schlee.RM

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