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