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Peer reviewedJanney, Kay Print – Reading Teacher, 1980
Outlines a program for incorporating oral interpretation activities into an elementary school curriculum. (RL)
Descriptors: Communication Skills, Dramatics, Elementary Education, Grade 3
Peer reviewedPovenmire, E. Kingsley – Reading Teacher, 1977
Using verse choir increases students' confidence and helps them appreciate the joy of literature. (HOD)
Descriptors: Choral Speaking, Elementary Education, Group Behavior, Interpretive Reading
Coger, Leslie Irene; White, Melvin R. – 1973
This handbook defines Readers Theatre, explores the selection and adaptation of material, and discusses casting, rehearsing, and performing of literature. It is divided into three major parts. Part One, "Origins, Concepts, and Precepts," emphasizes current trends in Readers Theatre and considers problems stemming from the introduction of…
Descriptors: Acting, Creative Dramatics, Higher Education, Instructional Materials
Arnold, Roslyn, Ed. – 1979
The eight articles in this booklet suggest activities designed to help students see drama as an active, engaging pursuit. The first article uses excerpts from Harold Pinter's "The Caretaker" to illustrate how improvisation can be used to help students discover meaning in a play. The second and third articles provide suggestions for…
Descriptors: Acting, Creative Dramatics, Drama, Listening Comprehension
Download full textBrause, Rita S. – 1976
Oral reading, usually designated as unessential, is an effective teaching technique which students enjoy. Through careful preparation, reading to students can help to develop linguistic, cognitive, perceptual, and affective abilities necessary to read well. This can be combined productively with a program of silent, independent reading. An outline…
Descriptors: Elementary Secondary Education, Independent Reading, Interpretive Reading, Oral Interpretation
Doyle, Esther M., Ed.; Floyd, Virginia Hastings, Ed. – 1977
The purpose of this second book of 21 self-contained essays is the same as that of the first volume published in 1972: to bring together the scholarly theory and current research regarding oral interpretation. One third of the essays are centered on literature itself: prose fiction, poetry, and the drama. These essays discuss topics such as point…
Descriptors: Analytical Criticism, Audiences, Drama, Fiction
Peer reviewedSchwartz, Marni – Language Arts, 1987
Shows that storytelling can be used in elementary language classes to build self-esteem among students, because telling stories drawn from their memories reveals students' lifelong relationship with language. Emphasizes the importance of choosing appropriate stories to tell, and discusses an activity where students retell the story of a book they…
Descriptors: Class Activities, Classroom Environment, Elementary Education, Oral Interpretation
Roncelli, Janet M. – 1980
The ability to communicate the imagery of a literary selection is difficult for beginning students in undergraduate oral interpretation classes. Awareness of indirect sensory images must begin with direct awareness of self. The sensory self-description of how one looks, sounds, smells, tastes, feels, and moves is a means of stimulating…
Descriptors: Communication Skills, Higher Education, Imagery, Literature Appreciation
HUUS, HELEN – 1967
THE THREE LEVELS NECESSARY FOR SKILL IN CRITICAL READING ARE (1) LITERAL MEANING, (2) INTERPRETATION, AND (3) ASSIMILATION AND PSYCHOLOGICAL INTEGRATION. TO RENDER JUDGMENTS AND EVALUATIONS OF VARIOUS READINGS, THE CRITICAL READER MUST DETERMINE THE WORTH, VALIDITY, AND QUALITY OF THE TEXT. HE TRIES TO MAINTAIN OBJECTIVITY, ATTEMPTS TO FIND THE…
Descriptors: Content Area Reading, Critical Reading, Interpretive Reading, Literary Discrimination
Greenfield Union Elementary School District, Bakersfield, CA. – 1983
Five speech-making activities for junior high school students are presented in this unit from the Greenfield Express Management System (GEMS) program, a California Demonstration Program in Reading. A project overview form from the California Centers for Educational Improvement (CCEI) describes the GEMS program and lists other units included in the…
Descriptors: Demonstration Programs, Evaluation Methods, Instructional Materials, Interviews
Blacharski, Carol S. – 1985
This study examined the effectiveness of a program with three basic features--high interest plays, oral reading, and high readability level--designed to aid middle school students scoring two or more years below grade level in reading comprehension. Subjects, 13 boys and two girls enrolled in a basic English class in a suburban middle school…
Descriptors: Dramatics, Grade 7, Junior High Schools, Middle Schools
Hall, Donna R. – 1987
Oral interpretation facilitates the learning processes of adolescents by making the presentation of subject matter more interesting and meaningful to them, helping them feel involved, and providing them with an opportunity to perceive literature in action. Narrative literature is a good place to begin oral interpretation activities, since…
Descriptors: Adolescents, Choral Speaking, English Instruction, Interdisciplinary Approach
SHELDON, WILLIAM D.; AND OTHERS – 1967
A CONTINUATION OF A FIRST-GRADE STUDY OF THREE APPROACHES TO BEGINNING READING AND OF THEIR EFFECT ON GROWTH IN COMPREHENSION AND INTERPRETATION SKILL IS REPORTED. THE BASAL, THE MODIFIED LINGUISTIC, AND THE LINGUISTIC APPROACHES WERE STUDIED. TWENTY-ONE SECOND-GRADE CLASSROOMS IN THREE CENTRAL NEW YORK SCHOOL DISTRICTS PARTICIPATED IN THE…
Descriptors: Attitudes, Basic Reading, Grade 2, Interpretive Reading
CAMPBELL, PAUL N. – 1966
THE BASIC PREMISE OF THIS BOOK IS THAT LEARNING TO READ ORALLY IS OF FUNDAMENTAL IMPORTANCE TO THOSE WHO WOULD FULLY APPRECIATE OR RESPOND TO LITERATURE. BECAUSE READERS MUST INTERPRET LITERATURE ALWAYS FOR THEMSELVES AND OFTEN FOR AN AUDIENCE, THREE ASPECTS OF ORAL INTERPRETATION ARE EXPLORED--(1) THE CHOICE OF MATERIALS, WHICH REQUIRES AN…
Descriptors: Acting, Critical Reading, Dramatics, English Instruction
Stauffer, Russell G.; Cramer, Ronald – 1968
Emphasis is placed on the need for and techniques in the development of critical reading at the primary level. The following steps for teaching reading as thinking and as acquiring ideas are presented: (1) developing purposes for reading, (2) developing habits of reasoning, and (3) developing habits of testing predictions. Underlying principles…
Descriptors: Critical Reading, Critical Thinking, Directed Reading Activity, Group Dynamics
