The Wonderful World of Dr. Seuss: A Group Interpretation Script for the Primary Classroom Page: 1
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CHAPTER I
INTRODUCTION
Children's Literature for Performance
For the very youngest children, their first introduction
to the world of books occurs when their parents read to them.
Similarily, as they enter public school, they do not yet have
the keys to unlock the word symbols on the printed page;
therefore, they rely on the teacher to overcome this barrier.
As Veilleux, an educator who stresses the importance of verbal
classrooms, points out, "Reading aloud is a valuable process;
it is the link between the spoken word and the written word"
(116). Comparing literature to music, he contends that
literature is essentially designed for the ear. He explains
that it is through oral reading that one hears the tones of
literature (Veilleux 116).
The child benefits from hearing the musical qualities
of word symbols. Another scholar in the field of children's
literature is Wilbert Pronovost, who claims that "Children
will enjoy and appreciate good literature if they hear it
read aloud well." Further, if literature is to be "an
enjoyable experience for the reader and listener it must
be done skillfully" (192). Robert Whitehead reinforces this
statement in his address to the Convention of the International
Reading Association:1
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Dodds, Karen Page Kalmbach. The Wonderful World of Dr. Seuss: A Group Interpretation Script for the Primary Classroom, thesis, August 1985; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc500525/m1/4/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .