Extending Readers Theatre: A Powerful and Purposeful Match with Podcasting
ARTICLE
Sheri Vasinda, Julie McLeod
Reading Teacher Volume 64, Number 7, ISSN 0034-0561
Abstract
The struggling second and third graders in this mixed methods study increased their reading comprehension after a 10-week Readers Theatre podcasting project. Podcasting made the students aware of a wider audience, which enhanced the authenticity and social nature of the strategy, and made their performances permanent so they could be stored and conveniently retrieved for later listening and evaluation. Finally, students discussed their podcasts using visual vocabulary such as "watch," "show," "look good," and "show my voice," uncovering the concept of audio as a visual medium. Since visualization is a critical strategy used by skilled readers, podcasting has the potential to strengthen this aspect of Readers Theatre. (Contains 1 note, 4 tables, and 4 figures.)
Citation
Vasinda, S. & McLeod, J. (2011). Extending Readers Theatre: A Powerful and Purposeful Match with Podcasting. Reading Teacher, 64(7), 486-497. Retrieved August 6, 2024 from https://www.learntechlib.org/p/109749/.
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Keywords
- academic achievement
- Elementary School Students
- focus groups
- Grade 2
- Grade 3
- grounded theory
- Handheld Devices
- Independent Reading
- internet
- Intervention
- Interviews
- Literacy Education
- Multitrait Multimethod Techniques
- Pretests Posttests
- Questionnaires
- Reading
- reading comprehension
- reading fluency
- technology integration
- Visualization
Cited By
View References & Citations Map-
Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses
Sheri Vasinda, Oklahoma State University, United States; Di Ann Ryter, Fort Lewis College, United States; Stephanie Hathcock & Qiuying Wang, Oklahoma State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 411–431
-
Using Personal Science Story Podcasts to Reflect on Language and Connections to Science
Jennifer Kreps Frisch, University of Minnesota Duluth, United States; Neporcha Cone & Brendan Callahan, Kennesaw State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 205–228
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