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The Impact of Participation in Readers Theater on Reading Atitudes and Fluency Skills among Ninth Grade Students in an Alternative Program

Rees, Regina Marie
http://rave.ohiolink.edu/etdc/view?acc_num=akron1133462039

Abstract Details

2005, Doctor of Philosophy, University of Akron, Elementary Education.
Readers Theater is a popular instructional strategy for improving reading fluency. A large body of research has demonstrated its popularity and effectiveness in promoting the reading development of elementary school students. The purpose of this investigation was to explore whether the use of Readers Theater would enhance the literacy development of low-achieving secondary school students when embedded as an intensive unit of study in a language arts program. Ninth grade students in an alternative program for high ability low achieving students engaged in a study of Readers Theater in which they responded to literature by writing, rehearsing, and performing Readers Theater scripts. Data consisted of surveys, interviews, participant journals, researcher fieldnotes, audiotapes, and pertinent academic artifacts. Participants were administered an informal reading inventory before and after the Readers Theater experience to document any changes in fluency and reading rate. Participants’ pre/post results were compared to test results for a group of students in the same school who did not participate in Readers Theater. In addition, a case study of two students provided an in-depth profile of their participation in Readers Theater. The 12-week study used a mixed methods approach that involved both qualitative and quantitative data analysis. The study was guided by two research questions: 1. What impact does participation in Readers Theater have on the attitudes, interest and motivation of high ability, low achieving ninth grade students as literacy learners? 2. What impact does Readers Theater have on the fluency development of high ability, low achieving ninth grade students as compared to a similar group not participating in Readers Theater? The findings of this study indicate that the Readers Theater experience had a positive impact on students’ attitudes towards reading and on their overall literacy development, including metacognition, confidence in oral reading, collaboration, and writing. Student who participated in Readers Theater made dramatic improvements in fluency. Students’ test scores indicate a significant growth in reading rate and fluency. The findings of this study further show that Readers Theater provides a successful holistic activity for adolescent learners. When embedded as a regular instructional component of the language arts curriculum, Readers Theater can naturally integrate reading, writing, speaking, and listening within an authentic learning community. Readers Theater enables students to realize success and understand the power of reading in their lives.
Evangeline Newton (Advisor)
185 p.
Fluency; Readers Theater

Recommended Citations

Citations

  • Rees, R. M. (2005). The Impact of Participation in Readers Theater on Reading Atitudes and Fluency Skills among Ninth Grade Students in an Alternative Program [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1133462039

    APA Style (7th edition)

  • Rees, Regina. The Impact of Participation in Readers Theater on Reading Atitudes and Fluency Skills among Ninth Grade Students in an Alternative Program. 2005. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1133462039.

    MLA Style (8th edition)

  • Rees, Regina. "The Impact of Participation in Readers Theater on Reading Atitudes and Fluency Skills among Ninth Grade Students in an Alternative Program." Doctoral dissertation, University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1133462039

    Chicago Manual of Style (17th edition)

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© 2005, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.