Abstract of

Curriculum-based Readers Theatre: Setting the Stage for Reading and Retention

Rosalind M. Flynn

This article explains how and why to involve teachers and students as playwrights “commissioned” to write, revise, read, rehearse, and perform Readers Theatre scripts that fulfill a dual purpose: They must inform (about curriculum topics) and entertain. Curriculum-Based Readers Theatre (CBRT) differs from traditional Readers Theatre in that its script topics come directly from classroom curriculum content, not from published scripts or stories. CBRT scripts can be created specifically to address a wide variety of local, state, and national standards of learning. They can also be created to accommodate large casts (i.e., an entire class), with many possibilities for all students to read and speak. CBRT challenges students to create an accurate script that will evoke audience interest. This motivates students to infuse their writing with humor, contemporary references and expressions, sarcasm, and other uses of language. Repeatedly reading and rehearsing scripts based on curriculum content increase the likelihood that students will practice fluent reading, retain information, and perform better on assessments. Theatrical skills such as vocal volume, expression, and effective use of gestures are also among CBRT goals. CBRT classroom activities merge drama, theater, writing, reading, speaking, listening, and content learning.

Abstract from Flynn, R.M. (2004, December). Curriculum-based Readers Theatre: Setting the Stage for Reading and Retention. The Reading Teacher, 58(4), 360–365. doi: 10.1598/RT.58.4.5