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Playing and Growing Taller Than Themselves:
The Use of Puppets for Developing Language
in a First-grade Library Reading Program
Vida Zuljevic
In this article I describe a qualitative case study designed to explore the use of puppets in a library reading program with first-grade students. Three reading conditions were examined, including (a) the teacher reading with no puppets, and subsequently students retelling with no puppets; (b) the teacher reading with puppets and subsequently students retelling with no puppets; and (c) the teacher reading with puppets and subsequently students retelling with puppets. After each of the three scenarios, students also responded individually to comprehension questions. The research sought to answer the following questions:
- What differences, if any, can be seen in the attitudes of participating students toward the retelling of the folktales in the three different approaches?
- What differences, if any, are apparent in students’ answers to the comprehension questions?
- Do the participating students primarily use vocabulary from the book that was read, or do they attempt to retell the story in their own words?
- Does students’ understanding of literary elements (characters, plot, setting, etc.) as demonstrated in their discussion following the reading, differ among the three approaches? If so, how?
- Are there differences in the ways students communicate with each other after each of the three approaches to reading?
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Playing and Growing Taller Than Themselves