Beyond the Science of Reading: Drama as a "Third Space" for Early Literacy with TheaterReaders

Abstract

This research describes a drama-based pedagogy program boosting early literacy in urban schools via a non-profit partnership. Running parallel to the "science of reading" movement, TheaterReaders cultivates creative literacy and empathy. Narrative inquiry of teacher interviews highlighted achievement, psycho-social outcomes, and curricular flexibility tensions. In a dramatic play, we present findings that suggest drama offers a valuable alternative for diverse learners and teacher development, highlighting non-profit/school partnership potential for varied literacy solutions.

Authors

• Mark D McCarthy, Springfield College

• Sara J. Berliner, Emerson College