Using Reader’s Theatre to Improve Oral Reading Fluency
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Masters of Education
Citation of Original Publication
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The purpose of this study was to determine the effects of Reader’s Theatre on the reading fluency achievement of first grade students. The mid-year/end of year oral reading fluency portion of the Dynamic Indicators of Basic Early Learning Skills (DIBELS) was used as the pretest/posttest for this study. A treatment group, receiving Reader’s Theatre, and a control group were chosen based on similar pretest scores. Reader’s Theatre was administered for five weeks, while the control group received the normal small group reading instruction. While the results of the study demonstrated that the students in both groups showed gains in oral reading fluency, the control group significantly out-preformed the Reader’s Theatre group on the posttest. This study contains internal and external threats to validity. Research concerning best practices for reading fluency instruction should continue; fluency is needed for strong independent reading comprehension.