From Imposed Reading to Assumed Reading

Abstract

The article proposes verse dramatization as a teaching method through which imposed reading turns into assumed reading. Starting from the observed decline of interest in books at lower secondary school age, the author describes a five-stage instructional sequence applied with pupils in grades V to VIII, completed with the verse playlet Characters in the Library, reproduced in the annex. The action research conducted aimed at modifying pupils’ reading behaviour, as measured through a post-project questionnaire, and at activating transversal competences that classical assessment methods fail to capture.
Keywords: reading, didactic dramatization, interactive methods, lower secondary education, verse playlet, action research.