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Reading in the Shadows: Extending Literacy Skills Through Shadow‐Puppet Theater
Author(s) -
Peck Sharon M.,
Virkler Aubre J.
Publication year - 2006
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.59.8.6
Subject(s) - shadow (psychology) , literacy , puppetry , reading (process) , psychology , fluency , social studies , reading comprehension , pride , pedagogy , mathematics education , visual arts , linguistics , art , philosophy , political science , law , psychotherapist
This article explores the impact of integrating literacy and social studies instruction through Readers Theatre and shadow puppetry. During an inquiry‐based social studies unit on national symbols, second graders created shadow‐puppet performances. During the literacy block students worked in small groups to research a topic, develop a script, represent their learning through shadow‐puppet imagery, rehearse, and perform their shows for the school's Flag Day celebration on June 14. Student achievement gains were noted in the areas of fluency, reading comprehension, reading strategy use, and mastery of social studies content. Significant social gains also were made as students worked together toward a shared goal and took pride in their work. The results warrant further exploration of use of Readers Theatre and shadow puppetry as a meaningful medium for students to expand and practice their literacy skills and for integrating literacy in the content areas.