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The Television Reading Program Author(s): Bernard Solomon Source: Language Arts, Vol. 53, No. 2 (FEBRUARY 1976), p. 135Published by: National Council of Teachers of EnglishStable URL: http://www.jstor.org/stable/41404114Accessed: 28-02-2015 20:55 UTC

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The Television Reading Program

Bernard Solomon

The Television Reading Program utilizes videotapes and scripts of commercial tele- vision programs. In this way, the popular shows, scripts in conjunction with the cor- responding videotapes ( Sanford and Son , Kung Fu , Lucy , Mannix, Mission Impossi- ble, The FBI and The Rookies) present the basics for developing an individualized reading program.

The Syntax of the Television Reading Program:

Phase 1: Script Skimming Children skim a portion of the script.

Phase 2: Video Viewing The children view the portion (five to twelve minutes) of the program and follow along with the script, looking up occasionally to note the action and pace.

Phase 3: The Mini-Lesson The teacher presents the skill best suited for the students and most appropriate for that portion of the script.

Phase 4: The Mini-Exercise The children do skills exercises using material taken directly from the script.

Phase 5: Role Play The students use the scripts to act the parts. Referral is made to the videotape where ap- propriate.

Phase 6: Enrichment Children write their own scripts, and make presentations and videotapes expanding the concept to a full communications project.

A pilot study involving one thousand

Bernard Solomon is on the faculty of the Penn- sylvania State University, Ogontz Campus.

Philadelphia inner city, middle school stu- dents showed remarkable changes in atti- tudes towards reading. Teacher and student interviews pointed out that the motivation to read television and act out a favorite stars role was the factor which brought about instant movement towards reading instruction. Children were reading scripts, asking each other to help read the words. The children would refer to the videotape to repeat the segment and again act out the parts. While all this occurred, the chil- dren were motivated to learn to read. This drive was so great that student absenteeism was cut and so called "non-readers" showed signs of instant progress and achievement.

An expansion into five schools the follow- ing school year, replicating the initial proj- ect, brought about the same startling re- sponses. A city- wide expansion is now vir- tually assured.

The children learned to read because motivation was inherent in the information. The reading material provided the entire stimulus for the child's desire to read. The reward structure was inherent in the ma- terial thereby binding the children into the learning system. The norms and values which justified and stimulated the required activities was inherent in the information which created a motivational system dy- namic that encouraged children to maxi- mize the learning process.

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