A Comparison of Readers’ Theatre and Repeated Reading on Reading Fluency of First Grade Students

Author/Creator ORCID





Masters of Education

Citation of Original Publication


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The purpose of this study was to examine the effects of readers’ theatre and repeated reading intervention groups on the reading fluency of first grade students. The participants of this study were enrolled in an Anne Arundel County school for the 2012-2013 school year. Half of the students received readers’ theatre instruction, while the other half received repeated reading instruction from a Treasures reading program. Each group participated in a twenty minute group instruction for three days a week beginning in January and ending in May. The measurement tool used was the Dynamic Indicators of Basic Early Literacy Skills (D.I.B.E.L.S). This study involved a posttest design to compare data from May 2013, after the interventions were completed. The hypothesis was supported for this study since there was no significant difference between the two reading fluency interventions. Research in the area of reading fluency interventions should continue to support the best methods for reading fluency instruction to help provide struggling elementary students with additional assistance and strategies to improve in the area of reading fluency.