The Effects of Reader’s Theater Instruction on Oral Reading Fluency of Second Grade Students
MetadataShow full item record
Type of Work28 p.
action research papers
ProgramMasters of Education
RightsCollection 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 firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Oral reading -- Research
Drama in education -- Research
Reading (Primary) -- Research
The purpose of this study was to determine whether small group instruction using Reader’s Theater would positively affect the oral reading fluency scores of second graders who were identified as at-risk readers. The measurement tool was the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Assessment. This study involved the use of a pretest/posttest design to compare students’ scores on the oral reading fluency subtest (before the intervention was administered) to their scores six weeks later (after the intervention was complete). The research in this study examined whether the gap between the students receiving the intervention and the students not receiving the intervention would close. The scores of the students in the treatment group increased, but the gap did not close after the intervention took place. Continued research on the effectiveness of Reader’s Theater to aid in reading fluency is needed.