Eltam journal no 2 8th eltam iatefl tesol international biannual conference managing teaching and learning

INCREASING READING COMPREHENSION BY USING PATTERN BOOKS, 
READERS THEATRE AND STORY MAPPING 
Ivana Banković 
Primary school “Branko Radičević”, Sedlare, Serbia 
Abstract 
Beginning-level second language readers are just beginning to pull meaning from reading texts. 
Therefore, they need more experience with written language and need to be exposed to reading 
and writing for readily perceived purposes. This paper will examine and give examples of 
several teaching strategies that have proven useful for beginning readers such as using Pattern 
books, Story mapping and Readers theatre. Pattern books are stories which use repeated phrases 
and rhymes. The use of pattern books help in modelling reading, challenging students’ current 
level of linguistic competence and assisting comprehension through the repetition of a simple 
sentence pattern. Readers’ theatre is an excellent activity for beginning second language readers 
as they read and dramatize a script from a story. It 
doesn’t require sets, costumes, or memorized 
lines. The goal is to read a script aloud effectively which would enable the audience to visualize 
the action, instead of memorizing lines and acting out literature as in a play. Story mapping is 
an example of scaffolding because it helps students use the basic structure of a story to 
understand and compose stories. They may be used to focus 
student’s attention on important 
parts of a story. Finally, story maps provide a starting point for students to share their individual 
ideas and responses to the events in a story as well as discuss various views and experiences 
presented in a story. 
Key words: 
pattern books, readers’ theatre, story mapping, beginning readers, EFL/ESL 
Introduction 
Reading can be seen as an “interactive” process between a reader and a text which leads to 
automaticity or reading fluency. This is a process in whicha reader interacts dynamically with 
a text as he/she tries to elicit the meaning of the text and in this process uses linguistic or 
systemic knowledge as well as schematic knowledge (Alyousef, 2005). Engaged reading is 
based on motivational and cognitive characteristics of the reader who is intrinsically motivated, 
who uses cognitive strategies and interacts socially to learn from text. Engagement can be 
noticed 
in student’s cognitive effort, self-direction and perseverance in reading (Guthrie et al, 
2004). It is the teacher’s responsibilities to motivate students to read by choosing the 
appropriate materials and especially for those at the early stages of learning. Beginning ESL 
readers, regardless of their age, need more experience with written language, they need to be 
exposed to reading and writing for readily perceived purposes. If they are literate in their first 
language, they probably have some idea of what reading and writing are for, but their literacy 
concepts should be broadened. They may still not be completely familiar with the English 
alphabet and spelling patterns. They need frequent reminders of the many ways we use reading 

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and writing for practical purposes and enjoyment and they need enough practice to move them 
toward being able to read simple texts independently. Since they are just beginning to pull 
meaning from reading short texts, they need practice to solidify sound/symbol correspondences 
as well as process information beyond sentence-level texts (Peregoy & Boyle, 2012). This paper 
will examine and give examples of several teaching strategies that have proven useful and 
motivating for beginning readers such as using Pattern books, Story mapping and Readers 
theatre.