• Login
    View Item 
    •   Maryland Shared Open Access Repository Home
    • eScholarship@Goucher
    • Goucher College Graduate Works
    • Goucher College Master of Education
    • View Item
    •   Maryland Shared Open Access Repository Home
    • eScholarship@Goucher
    • Goucher College Graduate Works
    • Goucher College Master of Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Effects of Using Readers’ Theater to Differentiate Instruction On Reading Fluency in Second Grade

    Thumbnail
    Files
    MEd_Poro_actionres_Sp2014.pdf (124.1Kb)
    Permanent Link
    http://hdl.handle.net/11603/2296
    Collections
    • Goucher College Master of Education
    Metadata
    Show full item record
    Author/Creator
    Poro, Lindsey
    Date
    2014-05
    Type of Work
    31 p.
    Text
    action research papers
    Program
    Masters of Education
    Rights
    Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
    Subjects
    Education -- Research papers (Graduate)
    Readers' theater -- Research
    Reading (Elementary) -- Research
    Second grade (Education) -- Research
    Abstract
    This quasi-experimental pre-test/post-test design study analyzed the impact of differentiating instruction through Readers’ Theater on the reading fluency progression of second graders. Readers’ Theater was used as an engaging and motivating instructional strategy to improve the fluency for the treatment group of five students. A control group of six second grade students did not participate in the Readers’ Theater intervention. Both groups received daily, guided reading instruction. Students in the treatment group made a mean gain in their fluency of 21.6 words read per minute compared to a mean gain of 9.5 words read per minute for the control group, suggesting the Readers’ Theater intervention made a statistically significant impact on fluency. The researcher also noted that the students who participated in Readers’ Theater reported noticeable changes in perceptions of themselves as readers. Future research is suggested to further determine the utility of Readers’ Theater for differentiating instruction and improving reading skills and attitudes about reading.


    Goucher College
    1021 Dulaney Valley Road
    Baltimore, MD 21204

    www.goucher.edu

    Contact Information:
    kristen.welzenbach@goucher.edu
    library.goucher.edu/md-soar


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.

     

     

    My Account

    LoginRegister

    Browse

    This CollectionBy Issue DateTitlesAuthorsSubjectsType

    Statistics

    View Usage Statistics


    Goucher College
    1021 Dulaney Valley Road
    Baltimore, MD 21204

    www.goucher.edu

    Contact Information:
    kristen.welzenbach@goucher.edu
    library.goucher.edu/md-soar


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.